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한방병원의 건강검진 분석을 통한 대학생들의 B형간염 유병률과 간효소 이상의 유병률 특성
고흥,김기태,신선미,Ko, Heung,Kim, Ki-tae,Shin, Seon-mi 대한한방내과학회 2015 大韓韓方內科學會誌 Vol.36 No.4
Objectives: Given current vaccinations against the hepatitis B virus and changes in dietary lifestyles, the status of liver disorders, especially in the younger population, is different than it was in the past. This study aimed to discover the prevalence of the HBsAg positive and abnormal hepatic enzyme among college students.Methods: The study analyzed the medical examinations of 2,646 college students that were performed at Semyung University from March to September 2013.Results: A total of 11 out of 2,646 students (0.4%) showed as positive for the hepatitis B antigen, while 23.8% of students had the serum HBs antibody. A total of 212 students (8.0%) showed abnormally elevated serum levels of ALT, with significant differences between men and women. The prevalence of the abnormal serum ALT and its average value significantly increased according to an increase of BMI score, especially in male students.Conclusions: This study showed the importance of obesity as a causative factor in liver disorders, especially in the young generation. This finding will be useful for the development of therapeutics using Korean medicine in the future.
Statistical Analysis on the Emotion Effects of Academic Achievement
고흥,고영춘 조선대학교 기초과학연구원 2016 조선자연과학논문집 Vol.9 No.2
The purpose of this study is to investigate the emotion effects on academic achievement for university students. The results are as follows. Resulting on the each emotions difference by the statistical variables, anxiety scores by gender showed a significant difference in the p<.01 level(F=7.685). The males anxiety(2.478, standard deviation: 0.180) had significantly lower scores than females(3.076, standard deviation: 0.168). But fear, anger, activity, and sociability scores were not significantly different respectively between male and female students. To see the emotions effect of academic achievement, the analysis method of the linear regression line was used. As the result, anxiety, fear, anger, activity, and sociability did not significantly influence academic achievement. And so unlike previous methods, the analysis method of the quadratic regression curve was used. As the result, anxiety, fear, anger, activity, and sociability showed did significantly influence academic achievement respectively within 5% of statistical significance level, to more than F=3.06. Therefore, the values on academic achievement of the each anxiety, fear, anger, activity, and sociability showed a quadratic regression curve. That is, [Academic achievement]=-0.9685×[Anxiety]2+5.1342×[Anxiety]+8.2679,[Academic achievement]= -1.0638×[Fear]2+5.5694×[Fear]+7.5635,[Academic achievement]=-1.3497×[Anger]2+9.1284×[Anger]+0.6720,[Academic achievement]=-1.0589×[Activity]2+7.4386×[Activity]+1.8272,[Academic achievement]=-1.6830×[Sociability]2+11.2325×[Sociability]-3.8258. Therefore, we were able to determine the following conclusions. First, we were able to predict the degree of academic achievement by the each emotions scale. Second, when the each emotion scores of students was a moderate, the academic achievement was most excellent. So, in order for the students to become higher academic achievement, the maintenance of medium degree of the each emotions scores is required.