당뇨병 환자에서 메트폴민 치료가 인지기능 변화에 미치는 영향 평가

학위논문 (석사)-- 서울대학교 대학원 : 의학과, 2015. 2. 문민경.Introduction: Diabetes mellitus (DM) is a chronic disease that has high morbidity and mortality related to cardiovascular complications and microvascular disease, especially in the elderly. In addition, DM is known to increase the risk of Alzheimers dementia by two to three times. Therefore it is important to inhibit its development and progression during the management of DM. However, there is a concern that metformin which is widely used as the first line antidiabetic medication is associated with a decrease in cognitive function. The aim of the present study is to investigate the associations between metformin use and cognitive impairment in patients with diabetes. Methods: As an observational study, over 5457 patients registered with the Department of Mental Health of Boramae Medical center (BMC) and the Dementia Project from 2011 could be evaluated. We reviewed the medical records of patients and compared baseline characteristics according to DM and non-DM, and divided the DM groups into metformin user and nonuser groups then compared their cognitive function using mainly the Mini-Mental state Examination-KC (MMSE-KC), the Korean version of the Consortium to Establish a Registry for Alzheimers Diseases Assessment (CERAD-K), activities of daily living (ADL) skills and Short form of the Geriatric Depression Scale (SGDS). Subjects performed the tests at baseline and at one- or two- year follow-up periods. Results: Among the 2208 individuals who participated in this study, 608 had diabetes mellitus, and 34.7% (n=211) of the DM group used metformin at baseline. The mean age of metformin users was 73.8 years, and 38% were male. Patients with metformin were younger (73.8±7.5 vs. 75.5±7.9 years, p-value 0.01), had higher HbA1c levels, lower HDL – C levels, lower LDL – C levels, and lower AST levels, all showing statistical significance. There were no significant differences in cognitive dysfunction as assessed by MMSE-KC, CERAD, and ADL between metformin users and nonusers after adjusting for age, sex, education-year, HbA1c levels, and LDL levels. In an analysis of each component on the CERAD test, the working memory test revealed that metformin users required significantly more time to perform a certain task compared to nonusers. There was no significant association between metformin use and the progression of cognitive impairment. Conclusions: Taken together, in this study, metformin treatment was not significantly associated with a higher risk of cognitive impairment in older adults with diabetes, after adjusting for age, gender, education duration, other variables and glycemic and metabolic controls. A well controlled study on a larger-scale is necessary in order to explain the effects and determine the association between metformin use and cognitive dysfunction more clearly.Abstract i Contents iii List of tables ⅳ List of figures ⅴ Introduction 1 Aim of study 6 Methods 7 Results 12 Discussion 32 References 36 Supplements 41 Abstract in Korean 45Maste

수용적/생산적 과업과 문장 문맥이 한국 중학교 학생들의 영어 어휘 보유와 지식에 미치는 영향

학위논문 (석사)-- 서울대학교 대학원 : 외국어교육과 영어 전공, 2016. 2. 이병민.The present thesis attempts to investigate the effects of task type (productive versus receptive) and sentence contexts (same versus diverse) on the vocabulary learning of Korean middle school English students in two areas: overall vocabulary learning, and the gain and retention of specific vocabulary knowledge. First, this study will look at the impact that the two variables have on overall vocabulary learningmeasured using the sum score of five different tests (recognition, passive word learning, active word learning, and two productive vocabulary use tests: gap-filling and word reordering). Second, the gain and retention of specific vocabulary knowledge measured by the five tests will be compared to verify the impact of the two variables. The receptive and productive aspects of vocabulary have been derived from the two fundamental communication processes, so both aspects are worth studying. Although many studies agree on the superiority of productive tasks over receptive tasks in vocabulary instruction, the results between these studies have been inconsistenttherefore, more research is needed on the impact of these two tasks. Moreover, vocabulary tasks in Korea largely depend on receptive vocabulary instruction rather than productive instruction, which goes against the majority of findings from previous research that suggest productive vocabulary instruction is more effective. Context, the other important factor for vocabulary learning, has been a controversial issue in the vocabulary instruction research. Many studies were conducted to determine whether context should be provided for vocabulary learning but few studies were conducted on how to effectively provide context for vocabulary instruction. In other words, these two factors are significant factors influencing vocabulary learning, but few studies have been conducted to investigate the relationship between these two variables. Therefore, this study attempts to integrate sentence contexts into the types of tasks so that the interactive effect of both variables on vocabulary knowledge development can be examined. Besides, this study attempts to scrutinize the multifaceted features of lexical knowledge, so five different sorts of assessment have been implemented. In this study, 117 3rd grade middle school students in Korea completed one of four different treatment combinations, each having a different combination of the two task types and two sentence contexts (receptive task and same context - RS, receptive task and diverse context - RD, productive task and same context - PS, productive task and diverse context – PD), and took immediate and one-week delayed post-tests. Each of the two tests was composed of five different tests. Regarding overall vocabulary learning, the results of this study revealed that task type was a factor that significantly affected vocabulary learning in both immediate word gain and its retention but sentence contexts were not. However, the interaction effect between the two variables was shown in word retention. The same context had a positive effect on the productive task but not on the receptive task. The findings from the individual analysis of the five vocabulary tests showed similar results regarding word retention with the exception of the two productive use tests. The task effect was substantial, while that of context was not. Above all, the productive task was statistically shown to have considerable power to help students retain several stages of vocabulary knowledge with the exception of the productive use tests. When combined with the task, sentence contexts had a strong effect on vocabulary learning in passive and active word learning tests. On the other hand, the retention of word knowledge, measured by the productive use of vocabulary tests, was influenced fundamentally by sentence contexts rather than task type. Results and the implications regarding task types and sentence contexts are discussed.CHAPTER 1. INTRODUCTION 1 1.1. The Purpose of the Study 1 1.2. Research Questions 7 1.3. Organization of the Thesis 8 CHAPTER 2. LITERATURE REVIEW 9 2.1. Vocabulary Knowledge 9 2.1.1. Reception and Production 10 2.1.2. Vocabulary Breadth and Depth 12 2.1.3. Context of Vocabulary Use 14 2.2. Research Issues in Vocabulary Instruction 15 2.2.1. Effects of Receptive and Productive Tasks on Vocabulary Learning 16 2.2.2. Effects of Context on Vocabulary Learning 20 CHAPTER 3. METHODOLOGY 25 3.1. Research Design 25 3.2. Participants 26 3.3. Procedure 28 3.4. Instruments 29 3.4.1. Target Words 29 3.4.2. Sample Sentences 30 3.5. Treatment 30 3.5.1. The Receptive Task Groups 32 3.5.2. The Productive Task Groups 33 3.6. Assessment 34 3.6.1. Active Word Learning Test 35 3.6.2. Recognition Test 35 3.6.3. Passive Word Learning Test 36 3.6.4. Two Productive Use Tests: Gap-Filling and Word Reordering Test 37 3.6.5. Scoring 38 3.7. Data Analysis 42 CHAPTER 4. RESULTS AND DISCUSSION 43 4.1. The Effects of Task Type and Sentence Contexts on the Overall Immediate Vocabulary Learning and Retention 43 4.2. The Effects of Task Type and Sentence Contexts on the Immediate Learning and Retention of Specific Vocabulary Knowledge 53 4.2.1. Recognition Test 53 4.2.2. Passive Word Learning Test 58 4.2.3. Active Word Learning Test 64 4.2.4. Two Productive Use Tests 69 CHAPTER 5. CONCLUSION 83 5.1. Major Findings 83 5.2. Pedagogical Implications 86 5.3. Limitations and Suggestions 87 REFERENCES 90 APPENDIX 101 APPENDIX 1. Consent Form 101 APPENDIX 2. Receptive Task 107 APPENDIX 3. Productive Task 110 APPENDIX 4. Active Word Learning TestImmediate 113 APPENDIX 5. Recognition Test and Passive Word Learning TestImmediate 114 APPENDIX 6. Gap-Filling TestImmediate 115 APPENDIX 7. Word Reordering TestImmediate 116 APPENDIX 8. Active Word Learning TestDelayed 117 APPENDIX 9. Recognition Test and Passive Word Learning TestDelayed 118 APPENDIX 10. Gap-Filling TestDelayed 119 APPENDIX 11. Word Reordering TestDelayed 120 국문 초록 121Maste

Association between exposure to smoking scenes in movies and smoking behavior among Korean young adults

역학건강증진학과/석사연구목적: 영화 속 흡연 장면 노출이 현재 및 미래 흡연과 관련이 있는지를 후향적 조사를 통하여 향후 청소년 금연정책개발을 위한 기초 자료로 제공하고자 한다. 연구 대상자들의 영화 속 흡연 장면의 노출 여부 및 횟수를 파악하고, 영화 속 흡연 장면과 현재 및 미래 흡연의지와의 관련성을 파악한다. 연구방법: 고등학생과 대학생 1,075명을 대상으로 자기기입식 설문조사를 실시하였다. 2005∼2006년 9월말까지 개봉된 총 70편의 한국영화 속 흡연 장면 모니터링 자료를 활용하였다. 분석을 위하여 PASW Statistics 18을 사용하였다. 연구결과: 청소년 흡연에 영향을 미치는 변수들을 통제한 상태에서 영화 속 흡연 장면 노출 횟수와 현재 흡연상태의 관련성을 분석한 결과, 가장 노출이 많았던 그룹(133-340회)이 50회 이하 그룹에 비해 현재 흡연율이 38.6배(95% CI, 15.6-95.2) 높았다. 현재 흡연에 영향을 주는 가장 중요한 위험요인은 영화 속 흡연 장면 노출이 가장 높았으며 과거흡연 유무, 친구의 흡연권유에 대한 순응, 담배브랜드 물품소지 유무, 부모의 흡연유무 순으로 통계적으로 유의하였다. 결론 및 제언: 이상의 결과를 종합하여 보면 영화 속 흡연 장면 노출과 현재 흡연과의 상관관계를 확인할 수 있었다. 따라서 이 연구 결과는 향후 청소년 금연정책 수립의 중요한 근거로 활용될 수 있을 것으로 기대된다. 이를 바탕으로 우리나라 영화등급분류 기준의 명확한 시행이 필요하며, 현재 국민건강증진법 혹은 담배사업법에 영화 속 흡연 장면에 대한 규제가 필요하며, 부모의 관심이 청소년 흡연에 미치는 영향이 큰 만큼 영화 속 흡연 장면이 청소년에게 미치는 영향을 보호자에게 인식시킬 필요가 있음을 제언하였다.ope

신생아 세균감염증 진단에서 혈청 procalcitonin치의 임상적 유용성

학위논문(석사)--서울대학교 대학원 :의학과 소아과학전공,2001.Maste

만성 저산소 자극에 의한 폐조직 열충격 단백 70의 발현과 세포 증식 및 자멸사의 양상

학위논문(박사)--서울대학교 대학원 :의학과 소아과학전공,2004.Docto

다양한 지식이 경제성과에 미치는 상이한 영향 : 특허, 실용신안 그리고 과학지식을 중심으로

Thesis(doctors) --서울대학교 대학원 :경제학부(경제학전공),2009.8.Docto