Non-thermal atmospheric pressure plasma (NTAPP) is defined as a partially ionized gas with electrically charged particles at atmospheric pressure. Our study showed that exposure to NTAPP generated in a helium-based dielectric barrier discharge (DBD) device increased the proliferation of adipose tissue-derived stem cells (ASCs) by 1.57-fold on an average, compared with untreated cells at 72 h after initial NTAPP exposure. NTAPP-exposed ASCs maintained their stemness, capability to differentiate into adipocytes but did not show cellular senescence. Therefore, we suggested that NTAPP can be used to increase the proliferation of ASCs without affecting their stem cell properties. When ASCs were exposed to NTAPP in the presence of a nitric oxide (NO) scavenger, the proliferation-enhancing effect of NTAPP was not obvious. Meanwhile, the proliferation of NTAPP-exposed ASCs was not much changed in the presence of scavengers for reactive oxygen species (ROS). Also, Akt, ERK1/2, and NF-κB were activated in ASCs after NTAPP exposure. These results demonstrated that NO rather than ROS is responsible for the enhanced proliferation of ASCs following NTAPP exposure. Taken together, this study suggests that NTAPP would be an efficient tool for use in the medical application of ASCs both in vitro and in vivo.

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This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students' use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers' comments, compared to teachers' feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.