The purpose of this study is to analyze the trends that the Fishery and Shipping Department teachers at specialized vocational high schools have noticed about the characteristics of the applicant pool taking the College Scholastic Achievement Test(CSAT) since the vocational education division was first introduced in the CSAT in 2005. In addition, surveyed data from the study is highly desirable for researchers to understand the changes in the characteristics of the applicants for the fishery and maritime department in the CSAT. This study not only provides solid improvement on the selection of questions for the CSAT but also facilitates in the process of writing contemporary and relevant exam questions.The survey included 76 Teachers from 12 High School of Fisheries and Shipping Industry. The results were as follows. First, the reduction in the number of applicants for Fishery and Maritime department in the CSAT after 2010 is due to the new governmental policy that encourages students in vocational schools to find employment rather than pursuing further education. Second, the biggest group of students who forgo taking the CSAT after 2010 is those with high marks at school. Third, prediction of outcome after declining to take the person for the time being would be kept to a minimum sustained was staring personnel at some point.

This study analyzed the fishery and maritime vocational high school teachers' recognition on the outcomes and future agenda. In addition, it delineates the importance of the vocational education division being carried out for 10 years in the College Scholastic Achievement Test (CSAT). In order to gather relevant information, 76 teachers who work in 12 different fishery and shipping vocational high schools around the country were surveyed.The findings of the fishery and maritime department teachers' recognition on the matter are as follows: First, the biggest impact the vocational education division in the CSAT had was on the promotion of continuing education and on the fulfillment on the vocational high school students' desire to compete and enter universities. Second, the CSAT with the vocational education division allowed students to choose a variety of paths after high school whether they be full-time employments or pursuing a degree in universities. Third, the biggest obstacle for the vocational education division in the CSAT is in the most metropolitan universities not honoring the CSAT scores as a criterion in the admission process.

Stent migration is a significant obstacle to successful stent placement. There has been no investigation of the effect and quantitative interpretation of flaps attached to a plastic stent (PS) on antimigration. The antimigration effects of the number of flaps on a PS in a 3D-printed pancreatic phantom (3DP) and extracted porcine pancreas (EPP) were investigated. Four PS types were used in this study: stent without flaps (type 1), stent with two flaps (type 2), stent with four horizontally made flaps (type 3), and stent with four vertically made flaps (type 4). The stents were measured and compared for antimigration force (AMF) in the 3DP and EPP using a customized measuring method and an integrated measuring device. The mean maximum AMFs (MAMFs) in types 2, 3, and 4 were significantly higher than that in type 1 (all p < 0.001). Moreover, the mean MAMFs in types 3 and 4 were significantly higher than that in type 2 (all p < 0.001). When the flaps were removed from the pancreatic duct, the AMF decreased rapidly. As the number of flaps increased, the antimigration effects significantly increased in the 3DP and EPP. However, the direction of the flaps did not affect the MAMF. The position of the flaps attached to the surface of the stent affected the AMF.