Background/Aims: The vascular calcification (VC) score on a plain X-ray is associated with cardiovascular disease and mortality in hemodialysis (HD) patients. This study examined the correlations among the VC scores for the hands and pelvis X-rays, arterial stiffness, inflammation, and nutrition in HD patients. Methods: VC was evaluated using plain x-rays of the hands and pelvis. Patients were categorized into the VC (+) (VC score ≥ 3) or VC (-) (VC score < 3) groups. We measured the pulse wave velocity (PWV), ankle brachial index (ABI), and augmentation index (AI). Results:The mean age of the patients was 55.6 ± 13.2 years. The prevalence of diabetes mellitus (DM) was significantly higher in the VC (+) group than in the VC (-) group (87.5 vs. 34.2%, p < 0.05). The serum PTH (98.4 ± 141.9 vs. 183.6 ± 231.3 pg/mL, p < 0.05) and albumin (3.7 ± 0.5 vs. 3.9 ± 0.3 g/dL, p < 0.05) levels were significantly lower and PWV was significantly (p < 0.05) higher in the VC (+) group. In multiple linear regression analysis, only the presence of diabetes mellitus was significantly related to the VC score. Conclusions:The VC score was associated with the serum PTH and albumin, as well as with vascular stiffness. C-reactive protein did not show any significant association with the VC score.

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The purpose of this study is to investigate how teachers demonstrate 'mathematical modeling teaching competencies' (MMTCs) by implementing and modifying mathematical modeling tasks, as well as to suggest how teacher education should support teachers for teaching mathematical modeling. A teacher with three years of teaching experience participated in this study. Data sources include transcripts, student worksheets, interviews and the researcher's field notes. The findings indicate that the participant edited tasks to improve the realism and complexity of mathematical modeling tasks. The edits included simplifying and specifying; the participant also decomposed tasks into multiple subtasks. Through iterative implementations and modifications, the participant improved his MMTCs in four dimensions --diagnostic, theoretical, task, and instructional dimensions were promoted in relays and cyclically. The implementation and modification of the task contributed to connecting theoretical knowledge and practical competencies to mathematical modeling. The study recommends the following areas of need in order to develop teachers' MMTCs: combining theoretical and practical experiences, improving teachers' diagnostic competencies, and creating teacher-researcher communities.