2026.05.16 壁報討論學習資料

 1.

This research （其實不全是 review，因為這次有實做問卷調查研究，只有在最後才引用整理其他國家的飲水建議量）

[筆記]

研究論文 (Research paper)：主要用來呈現全新的實證數據或研究發現。簡單來說，就是你親手做實驗、跑統計得出來的第一手新鮮成果！

學位論文 (Thesis)：為了取得學位（像是碩博士）而撰寫並提交的巨幅學術文件。內容通常非常全面且深入，可以說是畢業前的集大成之作。

回顧論文 (Review)：本身不產出新數據，而是幫大家統整、分析先前已經發表過的多篇研究，用來總結某個學術領域目前的最新發展現況。就像是幫大家整理好的專業精華懶人包！

2.

這句可以修改成補充足夠水的重要性，換到 introduction 的第一行，變成開頭的破題句。不需要用到 lethal 這樣強烈的字，多數是因為飲水--Water represents a critical nutrient, the absence of which will be lethal within days[1]. 

3.

---建議寫文章，前方已經破題，說明足夠水的重要藥性，現在句子轉折（使用轉折詞 however 等詞或，句子轉折），點出本次研究內容，例如『為了了解大學生飲水是否足夠，與國際學生之間是否有差異，我們進行研究』----後續才接上有 91 個參加問卷，只有42個是有效問卷---------------On the other hand, out of 91 total responses, 42 were valid. Through different countries is possible to understand the differences in the international students and Taiwanese students and analyze their water and beverage intake situations. After that, we research to arrive in if WHO and Taiwanese recommendations are or not. ----------------- 老師小小統整第一段 (introduction) 的寫法 破題，說明攝取足夠水的重要性 [引用文獻]。 轉則詞：然而引用資料，說明有些人的喝水量不夠 句子提到導入自己的研究：為了了解大學生的飲水量是否足夠，我們在開南進行調查 再來就是接到研究方法

4.

----------把圖改成工字及中央的方塊，就很明顯。不過，工字，可能可以換個顏色，或是 WHO 兩條虛線換顏色，這樣比較明顯。

建議，方塊尺寸加大一點點，

在母國，使用正方形。來到台灣，使用正三角形。這樣可以在圖示說明

正方形：the  Mean ± SD in their country

正三角：the  Mean ± SD in Taiwan

Figure 1 –Each country's drinking water per day survey It is said that international students from different countries, one is compared their original countries and come to Taiwan different data. The other is a Taiwanese investigation. ------------阿原建議這樣寫： Figure 1 Comparisons of water intake of students and the water recommendation from WHO and their countries. (這是圖的標題) （再來是圖的解說）一般，可以在主文解說，或是在圖說明解說，二選一即可---這裡我先寫，之後討論要放在主文，還是圖的說明 Most students’ water intake fit the recommendation of their countries, but the proportion to fit the WHO’s recommendation for males are 3700 mL and 2700 mL for females which are not high.

-----------這個圖，我們找時間討論，如何美化---甚至 in Taiwan 可以把台灣學生的數據，放入來台後，一同比較-

圖，的橫向比較，可以加上文字 paired t-test

橫向比較，可以加上文字 one-way ANOVA

Figure 2 –The amount of drinking water and beverages is different for international students

One-Way Analysis of Variance Calculator indicates that there are not obviously different. We compared three countries, including Japan, the Philippines, and Vietnam. We compare not only all three original countries' data, but also they come in TW.

Figure 2  Comparisons and analytical results of water intake from students (這是圖的標題)

（再來是圖的解說）The water intake from international students did not show the significant difference after they study in Taiwan after the paired t-test analysis.   

---------

One-way ANOVA has been used to analyse the water intake when students are in their country and after coming to Taiwan. The results are not statistically significant

Figure 3a, 3b, 3c –Three countries survey method: 

I was using them to observe the results of how different they are. (未來成現在Google Blogger)

現在想到，是否把提供問卷，放到 methods  --晚點回頭處理------ （我另外存，測試一下效果，如果貼在簡報檔Google會如何呈現，稍後測試）

Figure 4 –Each Countries drinking water recommendation per day: 

It told “WHO is 3700mL that is different from every country”. Korea is the lowest of all countries.

Figure 4 A list of water recommendations from countries. (標題就好，其餘不用說，因為可能是我們收集資料有誤)

Discussion

Special group in some countries, such as Bulgariaʼs amount, also includes liquids such as tea, etc. Czechiaʼs data prefer water, and weakly to moderately mineralized still mineral water, weak tea, fruit teas and juices, preferably unsweetened or diluted[2].In Taiwan, the general army officers and soldiers are higher than ordinary people[5]. Vietnamʼs special group, from 0 to 6 months, ’ people are usually 700mL from milk or formula[11]. In another country, Japan, the additional thing is that food is 1000mL[9]. Korea[8] and Vietnam[11] categorize any age group as data. Finally, we find the WHO standard is too high for most people difficult arriving value. In each country, we will explore much information about it.