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This single-center, retrospective study aimed to investigate the course and prognostic factors of patients with primary Sjögren syndrome-associated interstitial lung disease (pSS-ILD). We included 120 pSS patients who underwent at least two high-resolution computed tomography (HRCT) scans between 2013 and 2021. Clinical symptoms, laboratory data, HRCT findings, and pulmonary function test results were collected. Two thoracic radiologists reviewed the HRCT findings. In patients with pSS without ILD at baseline (n = 81), no development of ILD was found on follow-up (median, 2.8 years). In patients with pSS-ILD (n = 39), total disease extent, extent of coarse reticulation, and traction bronchiectasis increased on HRCT, whereas the extent of ground glass opacity (GGO) decreased at follow-up (median, 3.2 years) (each p < 0.001). In progressive group of pSS-ILD (48.7%), the extent of coarse reticulation and coarseness score of fibrosis were increased at follow-up (p < 0.05). Usual interstitial pneumonia pattern on CT (OR, 15.237) and follow-up duration (OR, 1.403) were independent risk factors for disease progression in patients with pSS-ILD. In both progressive and non-progressive pSS-ILD, GGO decreased, whereas the extent of fibrosis increased even after treatment with glucocorticoid and/or immunosuppressants. In conclusion, progression occurred in approximately half of the pSS-ILD patients with slow gradual deterioration. Our study identified a definite group of progressive pSS-ILD who did not respond to current anti-inflammatory treatment. [ABSTRACT FROM AUTHOR]

Multiculturalism is now confronted with pressures of maintaining a balance between unity and diversity on the one hand and building a global civic culture aiming at civic equality, liberty, toleration, and recognition in a global, transnational community on the other hand. With these difficulties, this article attempts to provide a model of multicultural education in a Trinitarian perspective in which students and teachers mirror the triune divine community and participate in communion, allowing them to move beyond the dichotomy between unity and diversity and universalization and pluralization toward a shared understanding and promote peaceful coexistence among global societies with adequate theological and educational principles. This article, based on the doctrine of Trinity and grounded in an awareness and analysis of the realities of social situations, suggests positive hope for God's future and a concrete model for human society in which equality, openness, and relationality are closely related as they achieve mutual respect, especially in teaching and learning process. (Contains 6 footnotes.)

This article offers an alternative model, the model of shared authority, to the traditional, authoritarian model for authority and obedience for Religious Education. This model moves away from the authoritarian model of a teacher as the authority and the students as obedient listeners in the direction of a shared authority model in which teachers and students participate in learning as partners, in other words, "to become co-authors." (Contains 2 figures and 4 footnotes.)

The aim of this article is to propose a method for practical theology, the hermeneutical-praxis paradigm, based on discussions of three different methodological approaches to practical theology. This article suggests the hermeneutical-praxis paradigm, which bridges theory and practice, which connects church with society, which correlates theology with its non-theological partners. This method provides an adequate framework for examining our present situation in contemporary, postmodern context as well as exploring possibilities for practical theology and more particularly, religious education.

Today many people experience more frustration and confusion about many moral issues and norms than their ancestors. Traditional values and norms do not seem to serve Christian adults in today's situation. Christians are therefore challenged to develop Christian moral norms and values relevant to contemporary society and culture. In this article, the author discusses the demands of postconventional society. These demands include the following: (1) Relational identity situated in an intersubjective web of relationship rather than separation and individuality; (2) An equal identity that has established ownership by which the multiple roles Christian adults play in public and private spheres are regulated and authorized; and (3) An open identity capable of conversation with people of other perspectives in a relatively egalitarian and open communicative space. Because of these demands, the author discusses the need for postconventional religious education. Postconventional religious education is an alternative model that helps Christians understand and critique their cultural and social identity to move beyond the given norms and values. (Contains 2 footnotes.)