回轉反應爐에 있어서 톱밥의 熱分解를 위한 流動特性의 硏究

李輔成,金志同,金惠榮 충남대학교 공업교육연구소 1982 論文集 Vol.5 No.2

This paper is a study of the fundamental design and operation preblems in Rotary Kilns for Biomass- pyrolysis. It is concerned especially with the flow pattern and mixing degree of solid reactants in Rotary Kilns. It was cleared that the mean residence time of solids was independent on the feed rate and the highest mixing degree could be obtained at 120 rpm. With a modified temperature profile in the Kiln and through pyrolysis of saw dust a gas mixture could be produced which has a calorific value of 3500 kcal/㎥ calculated.

Expansin 유전자를 이용한 담배의 형질전환과 형질전환체 선발

백승준, 김보미, 장종오, 엄유리, 석영선, 이이 충북대학교 연초연구소 2008 煙草硏究 Vol.21 No.-

-본문참고-

발달장애학생을 위한 학교중심 통합교육과정의 편성과 운영에 관한 연구

이유훈,김영미,윤광보,홍성두 국립특수교육원 2001 연구보고서 Vol.- No.7

본 연구는 발달장애학생들의 심리적 특성에 적합한 통합교육과정을 특수학교 현장에서 보다 효율적으로 편성·운영할 수 있도록 지원하기 위해서 시도되었다. 이를 위해 본 연구에서는 통합교육과정의 이론적인 배경을 밝히고, 제 7차 특수학교 기본교육과정을 분석하여 통합교육과정과의 관련성을 알아보았다. 그리고 전국의 정신지체 및 정서장애학교를 대상으로 통합교육과정의 편성·운영방안에 대한 현장 교사들의 의견을 수렴하였다. 이러한 자료를 통해 얻어진 요구와 시사점을 토대로 발달장애학생들을 위한 학교중심 통합교육과정의 편성·운영방안을 제시하였다. 본 연구에서 다룬 연구내용별 주요 연구결과를 정리하면 다음과 같다. 통합교육과정의 이론적 고찰 21세기 지식정보화사회에서 요구하는 인간상은 창의력과 비판적 문제해결 능력을 가진 사람이다. 이런 창의적인 사람을 기르기 위해서는 삶의 맥락에서 문제를 해결하고 스스로 의미와 가치를 생성하여 자신의 세계를 열어가도록 하여야 한다. 그래서 교육과정은 이 시대 사회에서 요구하는 창의성과 협동성을 기르기 위해 삶을 중심으로 통합되어야 한다. 그리고 이러한 통합교육과정은 구성주의적인 관점과 다중지능이론의 입장에서 볼 때, 발달장애학생들의 신체적, 지적, 심리적, 인성적인 제 측면에서 교과단위의 분과교육과정에 비해보다 큰 교육적 의의를 가지고 있다는 점에서 그 필요성을 정당화시킬 수 있다. 일반적으로 통합교육과정은 통합의 수준과 방식에 따라 여러 가지 유형이 있을 수 있으나, 우리 나라 교육체제에서 볼 때 단위학교에서의 실효성 있는 운영을 위해 발달장애학생들을 위한 통합교육과정은 교육내용 구조면, 통합의 중심 내용면, 수업 운영면에서 고려되어져야 한다. 즉 주어진 학년 또는 학교급별 등의 전체 교육과정 속체서 통합의 아이디어를어떤 체제로 투입시킬 것인가 하는 교욱내용 구조면과 통합의 핵심 또는 통합을 통해서 강조하고자 하는 목표를 어디에 둘 것인가 하는 통합의 중심 내용면, 그리고 통합교육과정을 어떻게 운영할 것인가 하는 수업 운영면을 고려하여야 한다. 그리고 통합교육과정의 편성준거는 그 통합방식이 어떠하던 간에 교육적으로 의의가 있어야 하고, 또한 학교라는 시간과 공간의 제한된 상황에서 실천 가능성이 있어야 한다. 따라서 통합교육과정의 편성은 지적인 준거와 실제적인 준거가 모두 반영되어야 한다. 제 7차 특수학교 기본교육과정과 통합교육과정 발달장애학생들의 사회적응능력은 종합적이고 통합적인 성격이며, 그들이 적응하며 살아가야 하는 사회 자체가 종합적인 시각에서 파악되어야 할 대상이기 때문에 교과의 내용을 통합적으로 지도해야 한다. 그래서 제 7차 특수학교 기본교육과정에서는 교과군별로 통합시수를 배정하고 필요에 따라 교과를 통합하여 운영할 수 있도록 하고 있으며, 교과용 도서 교과내 및 교과간 내용을 생활영역 중심으로 연결시켜 필요에 따라 언제든지 통합교육과정으로 편성ㆍ운영할 수 있도록 전자도서로 개발하였다. 그러나, 국가수준의 교육과정이 통합되어 있지 않으며 교과서 또한 통합교과서로 개발되어 있지 않기 때문에, 통합교육과정을 학교중심 교육과정으로 문서화하는 방안과 학급에서수업의 필요에 따라 통합단원 지도안을 구안하여 교과통합지도를 하는 방안에 대한 연구가이루어져야 한다. 특히, 제 7차 특수학교 기본교육과정 전자도서에서 연결시키고 있는 관련 과제와 활동을 활용하여 주제별 통합단원을 구성하여 지도하는 방안에 대한 연구가 필요하다. 통합교육과정의 편성 · 운영실태통합교육과정의 편성 ·운영실태 조사에서 특수학교 대부분이 통합교육과정에 대해 높은관심을 보이고 있고, 또한 그 필요성을 느끼고 있음에도 불구하고 통합교육과정을 편성 운영하는 데에는 많은 어려움을 느끼고 있었다. 그 이유로는 교수·학습자료의 부족, 통합교육과정의 편성·운영경험 및 수행능력의 부족, 교과별 시간배당 기준 준수의 어려움, 생활장면으로의 전환 및 학생의 학업성취도 평가에 대한 어려움 등을 원인으로 들고 있었다. 이를'위해서는 통합교육과정에 대한 다양한 정보제공과 전문적인 연수가 제공될 필요가 있고, 아울러 효율적인 통합교육과정 편성·운영을 위해서는 시설·설비 및 교수·학습자료의 확충이 시급한 문제라고 할 수 있다. 한편, 통합교육과정 편성·운영에 대한 요구에서 있어서는 통합교육과정의 편성 운영주체로는 담임교사와 통합교과 팀을 들고 있다. 그리고 통합교육과정의 조직형태는 하나의 주제를 중심으로 여러 교과분야에서 관련 내용을 끌어다 새로운 내용을 구성하는 주제중심 통합과 학습자의 생활경험을 중심으로 하는 통합을 가장 선호하였으며, 통합교육과정의 모형으로는 연간계획에서 생활단원명을 설정하고 단원 내에서 관련 교과를 통합하는 모형과 교과의 선을 넘어서 관련 있는 몇 개의 교과를 묶는 교과간의 통합을 선호하였다. 그리고 통합교육과정을 효율적으로 운영하기 위해서 개선되어야 할 점으로는 교사의 연수기회 확대, 지도교사의 증원 등을 요구하고 있었다. 특히, 학교환경 개선사항으로는 학급당인원수를 줄이고 학습자료와 매체를 보다 많이 구비해야 한다는 .의견을 제시하였다 통합교육과정을 위한 평가방법으로는 지필검사는 기초학습기능에 관련된 내용에 대해서만 실시하고, 나머지는 행동관찰을 포함한 여러 가지 평가방법을 활용하자는 의견이 지배적이었다. 통합교육과정의 편성·운영 방안 통합교육과정 편성·운영방안에서는 단위학교에서 통합교육과정을 편성·운영할 때 도움이 될 수 있도록 통합교육과정 편성의 일반적인 절차와 고려해야 할 점을 제시하였고, 통합교육과정의 여러 모형 가운데에서 특수학교에서의 적용이 용이한 4가지의 통합교육과정 모형을 중심으로 교육과정 개발의 일반적인 절차인 편성, 운영, 평가과정에 대한 실제적인 방안을 제시하였다. 이를 정리하면 다음과 같다. 첫째, 학교에서 통합교육과정을 편성할 때 거쳐야 할 과정으로서 계획, 설계, 소규모 시행, 적용이라는 4단계를 제시하였고, 특히 통합교육과정을 설계할 때 따라야 할 단계를 통합의 주제 결정, 브레인스토밍을 통해 주제와 관련된 아이디어 수집 및 정리, 제시된 아이디어들과 교육과정 목표의 내용영역과 관련 지우기, 제시된 아이디어들의 교과별 관련성 찾기, 제시된 아이디어들의 다른 교과 아이디어와의 관련성 찾기, 아이디어들과 교육과정 목표의행동수준 관련 지우기, 활동계획안 작성 등의 전과정을 구체적으로 제시하였다. 둘째, 통합교육파정을 편성할 때 고려해야 할 사항으로 지원체제, 의사결정 구조, 교사의역할인식 변화, 참여동기 부여, 조직 풍토 등을 세부적으로 제시하였다. 셋째, 통합교육과정에 대한 이론적 배경과 설문조사 결과를 토대로 통합교육과정의 편성 ·운영을 위한 기본지침을 조직형태, 통합방법, 통합유형, 교육활동 계획안 개별화 교육계획안 수업시간표 작성, 평가방법 등의 측면에서 제시하였다. 넷째, 완전 통합교육과정 모형, 교과간 통합교육과정 모형, 주제중심 통합교육과정 모형, 교과내 통합교육과정 모형 등 4가지 모형을 조직형태, 통합방법, 통합유형, 교육활동 계획안, 개별화 교육계획안, 수업시간표 작성, 평가방법에 따라 편성 ·운영 ·평가의 여러 가지 가능한 방안과 예시자료를 제시하였다. 다섯째, 일반학교 통합교육과정 사례와 특수학교 통합교육과정 사례를 정리하여 부록에제시하여 실천자료를 참고할 수 있도록 하였다. This study was designed to help teachers to organize and implement integrated curriculum which is adequate for the psychologitcal characteristics of students with developmental disabilities at special school sites. For this purpose, we presented the theoretical background of integrated curriculum, and by analyzing the 7th Special School Basic Curriculum, examined its relationship with integrated curriculum. We collected opinions about methods for the organization and implementation of integrated curriculum from the teachers of special schools for students with mental retardation and emotional disturbances across the country Based on the needs and suggestions revealed through these data, we proposed strategies for the organization and implementation of school-based integrated curriculum for students with developmental disabilities. The major results according to each topic are as follows: Theoretical Background of Integrated Curriculum The ideal people needed by the 21st knowledge-based society is those who have creativity and critical problem-solving abilities. For rearing this kind of people, we have to require people to solve problems within real-life contexts and open their own world by spontaneously generating new meanings and values. Therefore curriculum should be integrated revolving on real-life concerns to develop creativity and cooperation demanded by this society. Also, in the light of constructivistic perspectives and multiple intelligence theory, integrated curriculum can be justified in that it has more educational meaning in physical. intellectual, psychological, and dispositional aspects than subject-oriented curriculum has. Typically, in integrated curriculum, there can be many forms according to the level and methodology of integration. However, when considering our current educational system, we have to take the structure of contents, core contents of integration, and class management into consideration to efRcientlyimplement integrated curriculum withi.n each school contexts . The structure ofcontents refers to how and with what system the idea of integration will beembedded into the whole curriculum at given grade or school level. Corecontents of integration mean where the core of integration or goals that wewould like to emphasize through integration will be placed, and classmanagement refers to how to rrianage integrated curriculum. ,The criteria for integrated curriculum organifation have to be meaningfuleducationally regardless of the ways of integration. and should be set in orderto be implemented in the settings of schools where time and space arelimited. Hence, the organization of integrated curriculum have to reflect boththe intellectual and practical criteria.7th Special School Basic Curriculum and Integrated CurriculumBecause the social adaptation abilities of students with developmentaldisabilities have comprehensive and synthetic characteristics and because thesociety itself where students with developmental disabilities adapt themselves and live is the object to be understood from the comprehensive perspectives,the subject contents have to be educated synthetically. Therefore according tothe 7th Basic Curriculum, the number of hours for integration is allocated bysubject areas, subjects can be implemented by integrated approach ifnecessary. and textbooks were developed in the form of electronic ones so thatwithin- and between-suhjects contents can be organized based on real-lifeconcerns and implemented by integrated approach whenever it is necessary.However, research on the ways how to transform integrated curriculum intowritten school-based curriculum, and how to design integrated unit teachingplans according to lesson demand in classrooms and implement integratedsubjects should be conducted because both the Basic Curriculum at nationallevel and textbooks were not developed in integrated form. Especially,research on strategies for forming and teaching integrated units by theme,vsing related tasks and activities with which electronic textbooks that areadopted in the 7th Basic Curriculum associate, is necessaryCurrent Status in the Organization and Implementation of IntegratedCurriculumThe results of the study showed that even though most special educationteachers are highly interested in and feel the necessity of integratedcurriculum, they have many difficulties in its organization and implementationon account of the lack in teaching-learning materials ; lack in the teachers'experiences with organizing and implementing integrated curriculum andabilities to carry out it; difficulty in adhering to time allotment standards foreach subject; difficulty in students'transition to daily life settings, andproblems with evaluating students'academic achievement Thus, it is neededto provide various information on and professional in-serfce training inintegrated curriculum. In addition, it is imperative to expand educationalfacilities and equipments, and teaching and learning materials in order to efHciently organize and ,implement integrated curriculum.Meantime, accordini: the results, the special school teachers demand thatthe organization and implementation of integrated curriculum should be madethrough team approach. And among the organizational forms of integratedcurriculum, theme-centered integration ir which teachers select relatedcontents from several subject matters based on a theme and then constructnew contents, and learners'life experience-centered integration are the mostpreferred. As (or integrated curriculum model, models by which teachers setthe titles of life vnits in the really plan and then integrate related subjectmatters within the units. and by which teachers integrate related subjectsbeyond their borders are preferred.The results also showed that increase in opportunity for teacher trainingand the number of teachers is required in order to efnciently implementintegrated curriculum. Especially. for the improvement of school environment,it was proposed to reduce the number of students per class and to beequipped with more learning materials and media. As for the methodology for.evaluating integrated curriculum, it was'predominantly reported thatpaper-and-pencil tests have to be used only for contents related to basiclearning skills , and various ways of evaluation including behaviour observationhave to be utilized for the , other contents.Strategies for the Organization and trnplernentation of IntegratedCurriculumAt flrst, we presented the general procedures of and considerations in theorganiBation of integrated curriculum to help each school to organize andimplement it. And based on four types of integrated curriculum models whichare easy to adopt within special school contexts, we provided practicalstrategies for organizing. implemen?ing. and evaluating integrated curriculumas the general procedures of curriculum development. The details are as follows : First, we present 4 steps, that is, planning, designing, Performing in asmall way, and adapting, as the procedul·e needed to 9o through whenorganizing the integrated curriculum. Furthermore , we also concretely presentthe steps that have to be followed in designing the integrated curriculum. Thesteps are 1) deciding the topic of integration; 2) collecting and arrangingideas related to the topic through brainstorming; 3) establishing therelationship between the su99ested ideas and the corltent areas of thecurriculum goals ; 4) searching the relevance of the su99e~3ted ideas accordingto subject; 5) looking for relation between the suggested ideas and the ideasfrom other suhjects; 6) connecting the ideas to behavior level of thecurriculum goals ; 7) drawing out the activity plan.Second, as the things to be considered when organizing the integratedcurriculum, we Present the support system. the structure of decision making.change in recognition about teacher's role, encouragement for participation,organization climate, and so on.Third, based on survey and theoretical background about the integratedcurriculum, we propose the basic guidelines for the organization andmanagement of the intesrated curriculum from the various aspects such asorganizational form, way and type of integration, plan for educationalactivities , individualized education program, class schedulir19, and methodologyfor evaluation.Fourth, we present the diverse possible plans arid examples aboutorganiBing, managing, and evaluating such models as full integratedcurriculum model, between-subjects integrated curriculum model,topic-centered integrated curriculum model, and within-subject integratedcurriculum model according to organizational form, way and type ofintegration, plan for educational activities , individualized education program,class scheduling. and methodology for evaluationFinally, we arrange the cases of integrated curriculum in both general andspecial schools, and put them in the appendix for later reference.

사무직 근로자의 수면의 질 및 직무스트레스와 우울과의 관련성

강미나,강수영,권수정,김현주,배재원,이보연,이예진,임의롬,정다영,조한솔 이화여자대학교 간호과학대학 2013 이화간호학회지 Vol.- No.47

Purpose: The purpose of this study was to understand the degree of depression, sleep quality, job stress and their association among office workers. Method: A self-administered questionnaire was distributed to 147 workers employed in 5 big enterprises, and 5 small and medium enterprises from October 21 to November 21, 2012. The questionnaires included socio-demographic and health-related characteristics, job-related characteristics, sleep quality, job stress (KOSS) and depression (CES-D). Result: Among all subjects, 23.1% was in the depression group (21 points and over in the CES-D score). Depressive level was positively correlated with job stress and quality of sleep. The adjusted odd ratio for the effects of sleep quality and job stress on depression significantly increased in the depression group compared to that of the normal group. Multiple regression analysis revealed that the following factors of influence had combined explanatory powers on depression: BMI, life satisfaction, quality of sleep, and job stress. Conclusion: The study revealed that complicated influences were exerted on the level of depression by variable factors, as well as socio-demographic characteristics, health-related characteristics, quality of sleep, and job stress. Specifically, the level of depression was influenced by the quality of sleep and job stress.

혈액 투석 환자에서 중심정맥 협착에 대한 스텐트 삽입술 : Wallstent Placement

임대승,노상필,이유선,정승현,김보영,이정우,강정아,김정희,이민수,정준용,최시완,정진옥,성인환,이강욱,신영태 충남대학교 의과대학 의학연구소 2002 충남의대잡지 Vol.29 No.1

Stenosis of central vein is a common complication arising after percutaneous subclavian vein catheter insertion performed for temporary vascular access in chronic renal failure patients undergoing hemodialysis. There are several treatment methods for the condition like percutaneous angioplasty(PTA), stent insertion, and surgery, but recent trend is toward PTA and stents. Among the patients diagnosed with chronic renal failure from March 1993 to May 2002 and undergoing hemodialysis through AV fistula, the 14 Patients in whom central vein stenosis arose were selected for the study. A total of 28 percutaneous interventions(5 PTA and 23 stent placement) were performed, and restenosis rate and the time taken till the restenosis in de novo lesions and instant lesions were compared. All 28 cases were operated successfully. The 14 cases that received both anigioplasty and stent placement initially. (de novo lesion : 14 cases), Among the 10 cases with de novo lesion that followed up more than 1 year, 3 cases are currently undergoing hemodialysis without restenosis, and the remaining 7 cases have recurred stenosis with the mean time to restenosis of 10.9 months. In the 7 cases in whom stenosis recurred, 11 interventions were done(instent lesion: 11 cases). 4 of these were using only ballon angioplasty with 100% restenosis rate and the mean time of 3 months until restenosis. The remaining 7 cases were using both balloon angioplasty and stent placement, also with 100% restenosis rate but with the mean time of 12 months until restenosis, which was later than the group receiving only balloon angioplasty. In treating the patients with central vein stenosis, stent placement seems to be more advantageous over PTA in terms of restenosis rate and the mean duration of patency. In the case of instent lesion, inserting the stent for the second time after stenosis recurred lengthened the duration of patency compared to performing balloon angioplasty alone.

Distinct gating mechanism of SOC channel involving STIM–Orai coupling and an intramolecular interaction of Orai in <i>Caenorhabditis elegans</i>

Kim, Kyu Min,Wijerathne, Tharaka,Hur, Jin-Hoe,Kang, Uk Jung,Kim, Ihn Hyeong,Kweon, Yeong Cheon,Lee, Ah Reum,Jeong, Su Ji,Lee, Sang Kwon,Lee, Yoon Young,Sim, Bo-Woong,Lee, Jong-Hee,Baig, Chunggi,Kim, S National Academy of Sciences 2018 PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF Vol.115 No.20

<P>Store-operated calcium entry (SOCE), an important mechanism of Ca2+ signaling in a wide range of cell types, is mediated by stromal interaction molecule (STIM), which senses the depletion of endoplasmic reticulum Ca2+ stores and binds and activates Orai channels in the plasma membrane. This inside-out mechanism of Ca2+ signaling raises an interesting question about the evolution of SOCE: How did these two proteins existing in different cellular compartments evolve to interact with each other? We investigated the gating mechanism of Caenorhabditis elegans Orai channels. Our analysis revealed a mechanism of Orai gating by STIM binding to the intracellular 2-3 loop of Orai in C. elegans that is radically different from Orai gating by STIM binding to the N and C termini of Orai in mammals. In addition, we found that the conserved hydrophobic amino acids in the 2-3 loop of Orai1 are important for the oligomerization and gating of channels and are regulated via an intramolecular interaction mechanism mediated by the N and C termini of Orai1. This study identifies a previously unknown SOCE mechanism in C. elegans and suggests that, while the STIM-Orai interaction is conserved between invertebrates and mammals, the gating mechanism for Orai channels differs considerably.</P>

Ultrarapid and ultrasensitive electrical detection of proteins in a three-dimensional biosensor with high capture efficiency.

Kim, Bo-Yeong,Sohn, Il-Yung,Lee, Doowon,Han, Gill Sang,Lee, Won-Il,Jung, Hyun Suk,Lee, Nae-Eung RSC Pub 2015 Nanoscale Vol.7 No.21

<P>The realization of a high-throughput biosensor platform with ultrarapid detection of biomolecular interactions and an ultralow limit of detection in the femtomolar (fM) range or below has been retarded due to sluggish binding kinetics caused by the scarcity of probe molecules on the nanostructures and/or limited mass transport. Here, as a new method for the highly efficient capture of biomolecules at extremely low concentration, we tested a three-dimensional (3D) platform of a bioelectronic field-effect transistor (bio-FET) with vertically aligned and highly dense one-dimensional (1D) ZnO nanorods (NRs) as a sensing surface capped by an ultrathin TiO2 layer for improved electrolytic stability on a chemical-vapor-deposited graphene (Gr) channel. The ultrarapid detection capability with a very fast response time (1 min) at the fM level of proteins in the proposed 3D bio-FET is primarily attributed to the fast binding kinetics of the probe-target proteins due to the small diffusion length of the target molecules to reach the sensor surface and the substantial number of probe molecules available on the largely increased surface area of the vertical ZnO NRs. This new 3D electrical biosensor platform can be easily extended to other electrochemical nanobiosensors and has great potential for practical applications in miniaturized biosensor integrated systems.</P>

Existence of glioma stroma mesenchymal stemlike cells in Korean glioma specimens.

Kim, Young Goo,Jeon, Soyoun,Sin, Ga-Yeong,Shim, Jin-Kyoung,Kim, Bo-Kyung,Shin, Hye-Jin,Lee, Ji-Hyun,Huh, Yong-Min,Lee, Su-Jae,Kim, Eui-Hyun,Park, Eun Kyung,Kim, Se-Hoon,Chang, Jong Hee,Kim, Dong Seok Springer Verlag 2013 Child’s nervous system Vol.29 No.4

<P>It was presented that mesenchymal stem cells (MSCs) can be isolated from western glioma specimens. However, whether MSCs exist in glioma specimens of different ethnicities is unknown. To verify the existence of MSCs in an independent cohort, we undertook studies to isolate MSCs from a group of Korean patients. We hypothesized that cells resembling MSCs that were deemed mesenchymal stemlike cells (MSLCs) exist in an independent cohort of Korean gliomas. We cultured fresh glioma specimens using the protocols used for culturing MSCs. The cultured cells were analyzed with fluorescence-activated cell sorting (FACS) for surface markers associated with MSCs. Cultured cells were exposed to mesenchymal differentiation conditions. To presume possible locations of MSLCs in the glioma, sections of glioma were analyzed by immunofluorescent labeling for CD105, CD31, and NG2. From nine of 31 glioma specimens, we isolated cells resembling MSCs, which were deemed Korean glioma stroma MSLCs (KGS-MSLCs). KGS-MSLCs were spindle shaped and adherent to plastic. KGS-MSLCs had similar surface markers to MSCs (CD105(+), CD90(+), CD73(+), and CD45(-)). KGS-MSLCs were capable of mesenchymal differentiation and might be located around endothelial cells, pericytes, and in a disorganized perivascular area inside glioma stroma. We found that cells resembling MSCs indeed exist in an independent cohort of glioma patients, as presented in western populations. We could presume that the possible location of KGS-MSLCs was in perivascular area or in glioma stroma that was a disorganized vascular niche. It might be possible that KGS-MSLCs could be one of constituent of stroma of glioma microenvironment.</P>

Production of Anti-hypertensive Eritadenine by Submerged-Liquid Culture of Lentinus edodes Mycelium

Yeong Lae Ha,Jeong OK. Kim,Young Suk Kim,Abdur Rakib,Sadia Afrin,Bo hyun Kim 한국식품영양과학회 2014 한국식품영양과학회 학술대회발표집 Vol.2014 No.10

Thematic Poster : TP-79 ; Prevalence of Chest X-Ray Abnormalities by Amount of Smoking in the General Population

( Bo Ram Lee ),( Yu Il Kim ),( Chul Min Ahn ),( Ji Ye Jung ),( Ju Ock Kim ),( Jin Young An ),( Hyoung Kyu Yoon ),( Sang Haak Lee ),( Yeong Hun Choe ),( Chang Hoon Han ),( Joo Hun Park ),( Jae Yeol Kim 대한결핵 및 호흡기학회 2014 대한결핵 및 호흡기학회 추계학술대회 초록집 Vol.118 No.-

Background: A simple chest x-ray (CXR) is commonly used to examine the chest and lung disease. There are few reports on the prevalence of CXR abnormalities in the general population. We aimed to investigate the prevalence of abnormalities seen on CXR in the general population and risk factors including smoking associated with these abnormalities. Methods: We analyzed the data of the 4th and 5th Korea National Health and Nutrition Examination Survey; a cross-sectional survey in the general population of Korea. A total of 27,936 subjects aged 19 years or more were enrolled in this study. CXR findings were categorized into 5 groups; normal, tuberculosis (active or inactive), lung nodule or cancer or mediastinal disease, active other lung diseases, inactive other lung diseases. The amount of smoking was classified as never, =15 pack-years, and >15 pack-years. Results: The prevalence of CXR abnormalities was 12.8 % (n=3180); 9.5% in never-smokers, 9.9% in smokers who had smoked =15 pack-years, 19.1% in smokers who had smoked >15 pack-years. The most common abnormal finding was pulmonary tuberculosis. Significant independent risk factors for CXR abnormalities by multivariate analysis were age (40-59 years: odds ratio [OR], 3.40; 95% confidence interval [CI], 2.93 - 3.93; = 60 years: OR, 9.81; 95% CI, 8.52 - 11.29), sex (male) (OR, 1.68; 95% CI, 1.50 - 1.88) and smoking amount (>15 pack-years) (OR, 1.19; 95% CI, 1.05 - 1.35). Conclusions: Abnormalities on CXR were more prevalent in moderate to heavy smokers, older subjects and men in the general population. The prevalence increased with increased amount of smoking. Since cigarette smoking is a preventable risk factor for lung disease, efforts are needed for smoking cessation in the community.