• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.10-15
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• 2007

Probably the three most important components to a comprehensive evaluation of patients with attention-deficit hyperactivity disorder (ADHD) are the clinical interview, the medical examination, and the completion and scoring or behavior rating scales. Teachers and other school personnel are often the first to recognize that a child or adolescent might have ADHD, and often play an important role in the help-seeking/referral process. A diagnostic evaluation for ADHD should include questions about ADHD symptoms, other problems including alcohol and drug use, family history of ADHD, prior evaluation and treatment for ADHD. Screening interview or rating scales as well as interviews should be used. When it is feasible, clinicians may wish to supplement these components of the evaluation with objective assessments of the ADHD symptoms, such as psychological tests. These tests are not essential to reaching a diagnosis, however, or to treatment planning, but they may yield further information about the presence and severity of cognitive impairments that could be associated with some cases of ADHD. Screening for intellectual ability and academic achievement skills is also important in determining the presence of comorbid developmental delay or loaming disabilities. The number and type of symptoms required for a diagnosis of ADHD vary depending on the specific subtype. To receive a diagnosis of ADHD, the person must be experiencing significant distress or impairment in daily functioning, and must not meet criteria for other mental disorders which might better account for the observed symptoms such as mental retardation, autism or other pervasive developmental disorders, mood disorders, anxiety disorders. This report aims to suggest a practice guideline of assessment and diagnosis for children and adolescents with ADHD in Korea.

• Journal of the Korea Concrete Institute
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• v.20 no.1
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• pp.67-75
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• 2008

An engineered cementitious composite produced with slag particles (Slag-ECC) had been developed based on micromechanical principle. Base grain ingredients were properly selected, and then the mixture proportion was optimized to be capable of achieving robust tensile ductility in the hardened state. The rheological design is performed in the present study by optimizing the amount of admixtures suitable for self-consolidating casting and shotcreting process in the fresh state. A special focus is placed on the rheological control which is directly applicable to the construction in field, using prepackaged product with all pulverized ingredients. To control the rheological properties of the composite, which possesses different fluid properties to facilitate two types of processing (i.e., self-consolidating and shotcreting processing), the viscosity change of the cement paste suspensions over time was initially investigated, and then the proper dosage of the admixtures in the cement paste was selected. The two types of mixture proportion were then optimized by self-consolidating & shotcreting tests. A series of self-consolidating and shotcreting tests demonstrated excellent self-consolidation property and sprayability of the Slag-ECC. The rheological properties altered through this approach were revealed to be effective in obtaining Slag-ECC hardened properties, represented by pseudo strain-hardening behavior in uniaxial tension, allowing the readily achievement of the desired function of the fresh Slag-ECC. These ductile composites with self-consolidating and shotcreting processing can be broadly utilized for a variety of applications, e.g., in strengthening seismic resistant structures with congested reinforcements, or in repairing deteriorated infrastructures by shotcreting process.

• Economic and Environmental Geology
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• v.47 no.3
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• pp.275-289
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• 2014

Recent scaled-up onshore and offshore field production tests revealed that the expectancy to produce gas from the gas hydrate deposits is gradually increasing, recognizing its potentials as one of the future energy resources. The total produced gas was approximately $480m^3$ by the hot water circulation method for 6 days' operation in Mallik 2002 project in Canada. In Mallik 2006-2008 project, the gas was successfully produced stably by the depressurization method for 6 days, up to $13,000m^3$ cumulatively. The depressurization method applied in the Mallik test was revealed as an effective way to produce gas from gas hydrates. The Alaska North Slope field trial in 2012 to inject mixed gas of $CO_2$ and $N_2$ to exchange $CH_4$ was successfully completed for the first time to produce maximum $1,270m^3$ per day. The remarkable achievement is that Japan has completed first offshore production test in the Eastern Nankai Trough, and produced approximately $120,000m^3$ of methane by the depressurization method for 6 days in March 2013. The technical challenges and uncertainties obtained from Nankai Trough production test give Korea more considerations in the aspects of well completion, reservoir formation and seafloor stability, sand control, flow assurance, and etc., due to the different geological environments and geomechnical properties in Ulleung Basin in Korea.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.1-10
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• 2016

The study researches regarding changing in reading and auditory perception ability after intervening dyslexia high-risk group of middle and high school students for improvement on auditory processing of neurological factors, and then aims to make a systematic intervention program for dyslexia students in verifying efficacy. The target of study is dyslexia high-risk group of 168 middle and high school students after a preliminary screening test in Childcare Facilities which are vulnerable social group in Gyeonggi province. They are tested deeply by reading and auditory perception ability, and then 24 students are selected. They are tested 20 times by auditory perception simulation and fluent reading train in TOMATIS Method for improving auditory system which transmits language information, and then are taken by post tests. In conclusion intervention efficacy is sure because reading, understanding, and auditory processing ability are in significant change of statistical analysis after preliminary and post tests. It is an important achievement to show necessity of neurological science access in diagnosis and intervention method of dyslexia through the research.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.345-356
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• 2002

This study investigated the trends in the number of applicants and mean score and applicants' responses on the test items of 'science inquiry' of the College Scholastic Ability Test(CSAT) implemented for 3 years$(1999\;{\sim}2001)$. The results of this study were as follows: The percentage of applicants of science track for 1995 CSAT were 43.13%, but reduced to 29.5% for 2001 CSAT. And unlike other tracks, the percentage of male applicants, ranking above average, of science track was 65.58%, which is about twofold of female applicants(34.42%). The mean score of 'Science inquiry' was 58.6 in 1999, and 69.5 in 2001. And the score of the applicants, ranking above average, of humanity and social science course and science course, were 85.8 and 90.7 respectfully in 2001 CSAT. These high mean scores were caused by the policy of "easy CSAT" so called. Most of test items were developed to have difficulty 60-79% or above 80%. This easy CSAT provoked intense dispute about the discriminating power of CSAT. The mean score of male applicants was higher than that of female. But the difference decreases every year. Applicants were generally very good at solving tests focusing on process skills only but poor at solving tests related to physics or calling for two or more science concepts. Thus special measures to cope with the decrease in applicants, especially female applicants, for science track should be provided. To increase discriminating power of CSAT, it is recommended to develop test items with wider range of difficulty and to reduce test items which are focussing process skills and can be solved without any special science concepts. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• School Mathematics
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• v.18 no.2
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• pp.257-275
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• 2016

The purpose of this study was to investigate the impact of multiple representations on students' understanding of fractions, decimals, and percent. The instructional approach integrating multiple representations was compared to traditional algorithmic instruction, a form of direct instruction. To examine and compare the impact of multiple representations instruction with traditional algorithmic instruction, pre and post tests consisting of five similar items were administered with 87 middle school students. Students' scores in these two tests and their problem solving processes were analyzed quantitatively and qualitatively. The quantitative results indicated that students taught by traditional algorithmic instruction showed higher scores on the post-test than students in the multiple representations group. Furthermore, findings suggest that instruction using multiple representations does not guarantee a positive impact on students' understanding of mathematical concepts. Qualitative results suggest that the limited use of multiple representations during a class may have hindered students from applying their use in novel problem situations. Therefore, when using multiple representations, teachers should employ more diverse examples and practice with multiple representations to help students to use them without error.

• Clinical and Experimental Pediatrics
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• v.52 no.9
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• pp.1021-1028
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• 2009

Purpose:Medical therapy is the initial treatment for children with Graves disease to avoid complications of other treatments. However, optimal treatment for childhood Graves disease is controversial because most patients require relatively long periods of medical therapy and relapse is common after medication discontinuation. Therefore, this study aimed to search clinical or biochemical characteristics that could be used as remission predictors in Graves disease. Methods:We retrospectively studied children diagnosed with Graves disease, treated with anti-thyroid agents, and observed for at least 3 years. Patients were categorized into remission and non-remission groups, and the groups were compared to determine the variables that were predictive of achieving remission. Results:Sixty-four patients were enrolled, of which 37 (57.8%) achieved remission and 27 (42.2%) could not achieve remission until the last visit. Normalization of thyroid-stimulating hormone-binding inhibitory immunoglobulin (TBII) after treatment was faster in the remission group than in the non-remission group (remission group, $15.5{\pm}12.07$ vs. non-remission group, $41.69{\pm}35.70$ months). Thyrotropin-releasing hormone (TRH) stimulation tests were performed in 28 patients. Only 2 (8.3%) of 26 patients who showed normal or hyper-response in TRH stimulation test relapsed. Binary logistic regression analysis identified rapid achievement of TBII normalization after treatment as a significant predictor of remission. Six percent of patients achieved remission within 3 years and 55.8% achieved it within 6 years. Conclusion:Rapid achievement of TBII normalization can be a predictor of remission in childhood Graves disease. The TRH stimulation test can be a predictor of maintenance of remission.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.123-145
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• 2013

This study was expected to yield the meaningful conclusions from the experimental group who took lessons based on inductive activities using GeoGebra at the beginning of proof learning and the comparison one who took traditional expository lessons based on deductive activities. The purpose of this study is to give some helpful suggestions for teaching proof to mathematically gifted elementary students. To attain the purpose, two research questions are established as follows. 1. Is there a significant difference in proof abilities between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? 2. Is there a significant difference in proof attitudes between the experimental group who took inductive lessons using GeoGebra and comparison one who took traditional expository lessons? To solve the above two research questions, they were divided into two groups, an experimental group of 10 students and a comparison group of 10 students, considering the results of gift and aptitude test, and the computer literacy among 20 elementary students that took lessons at some education institute for the gifted students located in K province after being selected in the mathematics. Special lesson based on the researcher's own lesson plan was treated to the experimental group while explanation-centered class based on the usual 8th grader's textbook was put into the comparison one. Four kinds of tests were used such as previous proof ability test, previous proof attitude test, subsequent proof ability test, and subsequent proof attitude test. One questionnaire survey was used only for experimental group. In the case of attitude toward proof test, the score of questions was calculated by 5-point Likert scale, and in the case of proof ability test was calculated by proper rating standard. The analysis of materials were performed with t-test using the SPSS V.18 statistical program. The following results have been drawn. First, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in proof ability than the comparison group who took traditional proof lessons. Second, experimental group who took proof lessons of inductive activities using GeoGebra as precedent activity before proving had better achievement in the belief and attitude toward proof than the comparison group who took traditional proof lessons. Third, the survey about 'the effect of inductive activities using GeoGebra on the proof' shows that 100% of the students said that the activities were helpful for proof learning and that 60% of the reasons were 'because GeoGebra can help verify processes visually'. That means it gives positive effects on proof learning that students research constant character and make proposition by themselves justifying assumption and conclusion by changing figures through the function of estimation and drag in investigative software GeoGebra. In conclusion, this study may provide helpful suggestions in improving geometry education, through leading students to learn positive and active proof, connecting the learning processes such as induction based on activity using GeoGebra, simple deduction from induction(i.e. creating a proposition to distinguish between assumptions and conclusions), and formal deduction(i.e. proving).

• Journal of Gifted/Talented Education
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• v.13 no.4
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• pp.65-94
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• 2003

The purpose of this study is to acquire the information on the current situation of students' selection process in order to renovate the system of picking up the students. As a first step of the study, we examined the validity of the factors of the single-out system such as qualification and the process for the application and the standards and proceeding of the selection. Then we analysed the result of the entrance examination of Hansung Science Highschool in 2002. The analysis was on the correlation between the result of entrance examination and the achievement in the school and the decision of the course after graduation. To know on the achievement of the students, we investigated the records of regular tests and asked the teachers' opinion in math and science classes. As a result, we gained the following points: First, the present single-out system has a danger of excluding students who are much talented in science and math field because it is based on students' achievements in middle schools; Second, the new selection system should consider the character and attitude of the applicants in addition to their knowledge; Third, the continuous observation of the teacher in middle school should be an important factor of the picking up system; Fourth, more questions requiring divergent thinking ability and inquiry skill should be developed as selective examination question. Also examination questions should cover the various contents from mathematics to science, and do not affect pre-learning; Finally, the system of present letting all students stand in one line should be changed into that of letting students in various lines. We can consider using multi-step selection system.

• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.