• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제16권2호
• /
• pp.279-285
• /
• 2005

Objectives : This study was performed to evaluate the efficacy and safety of MPH-OROS and parental satisfaction for treatment of children with ADHD Method : The 569 participants were clinically diagnosed for ADHD using DSM-IV criteria. We switched current medication to MPH-OROS or introduced MPH-OROS for treatment of ADHD. We assessed the clinical global impression severity of illness (CGI-S), the clinical global impression severity of improvement(CGI-I). And the parents of participants measured the Korean version of Conners rating scale at baseline, the 1 st week and the 3rd week after MPH-OROS trial. At the 3rd week, the parents measured the parent satisfaction questionnaire. Results : $13\%$ of participants dropped out because of several causes including side effects. The change of CGI-S was significantly decreased. Using CGI-I, the improvement was $72.3\%$ at the 1st week and $87.4\%$ at the 3rd week. The total score of the Korean version of Conners parent rating scale was significantly decreased. The participants complaining one or more of side effects were 119$(20.7\%)$, and the most common side effect was anorexia. The $94\%$ of parents replied that they were overall satisfied with MPH-OROS trial. Also the advantages of MPH-OROS of parental report were the long duration of the drug, the improvement of schoolwork and attitude, the improvement of home behavior and homework and the improvement of overactivity. Conclusion : MPH-OROS is effective and well-tolerated in actual clinical use for ADHD.

• Journal of The Korean Association For Science Education
• /
• 제34권5호
• /
• pp.421-436
• /
• 2014

The purposes of this study were to develop the customized instructional programs by the causes of science underachievement and to identify the effectiveness of these programs. For these, we analyzed the characteristics of underachievers and causes of science underachievement and classified 22 7th grade science underachievers into three different types such as lack of science process skill, lack of science learning motivation, and lack of science learning strategy. They then were divided into the experimental and comparative groups. Instructional programs treated for both groups covered the same topics and were conducted once a week for 60 minutes each time for 15 weeks. Eleven students in the comparative group were treated with an activity-centered science program that dealt with basic science concepts. Unlike science underachievers in the comparative group, those in the experimental group were given customized instructional program. After the treatment, students were administered several tests including a test on awareness of the program, science process skill test, science learning motivation and strategy test, and academic science achievement test. In addition to the results of those tests, worksheets, daily activity reports, and interviews were used to evaluate a customized instructional program that was applied to the experimental group. Results of the study showed that these programs relieved science underachievers from the cause of poor achievement and accordingly help them achieve better performance in academics. In addition, both lack of learning motivation and lack of learning strategy types tended to relieve the other causes of science underachievement. Also, the experimental group showed a high level of satisfaction with the customized instructional programs.

• Korean Security Journal
• /
• 제13호
• /
• pp.471-485
• /
• 2007

This study is performed to find out what type instructions are produced to players by coaches and what effects are resulted in cooperative spirit of the concerned group. Furthermore the study has its aims at advancing instructors' skills by using finding of it. The study used 'SPSS 11.0 FOR WINDOW - Statistical Package' to analyze the collected samples and dealt with data of 174 individuals. Statistical analysis of the research for hypothesis verification was about frequency, trust level, mutual relationship, variables, and T-verification. The meaningful level for any result was ranged within 95%(p< .05), 99%(p<.01). The finding are as follows. Effects on pleasure, one of elements of team spirits taken by instructor's training style are analyzed as follows. It was proved to be meaningful in relation with a series of activities like training, democratic, social, compensatory aspects and showed also considerable relation with power based behaviors. That says, players are found to enjoy high pleasure when social and bureaucratic behaviors of instructors are very energetic. In addition to that, training, democratic, and compensatory activities didn't show any meaningful effect. Team spirit was found to play a main role between instructor's behaviors and training, democratic, social rewarding activities. Democratic and social acts influence on team spirit. Looking into the detailed aspects, team spirit was resulted very high in the individuals with low democratic mind and was shown high group spirit by groups with high sociable activities. Teamworks was found to be affected by relation between instructor's acts and training, democratic, social and compensatory aspects and it showed meaningful relations with training, social, bureaucratic behaviors. Low degree of training and bureaucratic activities are found to prefer for power team spirit, and high social activities led a strong teamworks. Group binding spirit was influenced by training, democratic, social compensatory, bureaucratic behaviors and it showed to give effects on democratic, social, and bureaucratic activities of instructors. Low degree of democratic and bureaucratic behaviors are found to produce strong team spirit. In contrast with that, strong social activities was found to be motive of powerful team spirit. Value of team spirit was found to play a main role between instructor's behaviors and training, democratic, social, rewarding activities. It didn't show any meaningful effect on behavior of instructors.

• Journal of the Korean Society of Food Science and Nutrition
• /
• 제40권9호
• /
• pp.1244-1255
• /
• 2011

The purpose of this study was to compare the perception of meals and nutrition knowledge among high school students in Seoul. A survey was carried out on 548 male/female students in general and vocational high schools. The general high school students showed higher frequency of breakfast than the vocational high school students (p<0.001). As for the reasons for eating alone, the general high school students showed high frequency of 'busy', whereas the vocational high school students revealed high frequency of 'irregular meal times' (p<0.001). Concerning the habit of eating alone, 'irregular meal times (25.0%)', 'unbalanced diet (22.4%)', and 'instant food (16.6%)' were observed in that order (p<0.01). The percentage of high school students who regarded family meals as meals eaten with every member of their family was 70.6% (p<0.05). The percentage of general high school students who ate family meals was 61.8% and that of vocational high school students was 50.0% (p<0.01). When agreement with attitudes, environment, and participation in family meals was evaluated using a Likert scale (strongly agree 5 points, strongly disagree 1 point), the general high school students showed a higher level of agreement than the vocational high school students, and the results showed a significantly higher level of agreement as the frequency of family meals increased. Likewise, the groups who scored a higher level of nutrition knowledge had positive attitudes, environment, and participation in family meals with significant differences.