• 한국산업보건학회지
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• 제16권2호
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• pp.172-182
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• 2006

Self administered checklist is needed to be developed to evaluate ergonomic risk factors. This study was conducted to develop self administered form of American National Standards Institute (ANSI) Z-365 checklist which represents comprehensive ergonomic risk factors, and to evaluate validity of this checklist. This study had been conducted from May 2004 to July 2005, of which subjects were 147 workers from 4 workplaces. Response rates for every items of self administered form of ANSI Z-365 were evaluated. To estimate the validity of checklist, relationship between the checklist grade that ANSI recommended and work-related musculoskeletal disorders (WMSDs) symptom were calculated with and without adjustment of related variables. To evaluate the utility of checklist, sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV) were calculated. Because response rates of almost items were over 90 %, item development was successful. Because the checklist was related with WMSDs symptom after adjusting related variables, the checklist might represents ergonomic risk well. Because of low sensitivity and NPV, high specificity and PPV, the checklist is not suitable for screening tool. The checklist has better relationship with more severe symptom. Because of high specificity of the checklist, using it with high sensitive tool would enhance it's utility. Further study to develop high sensitive and comprehensive self administered ergonomic checklist is needed.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제18권2호
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• pp.77-89
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• 2015

영재지도에 대한 지속적인 관심 속에서 '독립연구'가 영재학생들의 학습 양식에 부합하는 교육의 한 가지 형태로 주목을 받고 있다. 이에 본 연구에서는 초등수학 영재학생들의 '독립연구를 위한 점검표'를 개발하고, 이를 적용하여 학생들의 독립연구 산출물에 나타난 특징을 분석하였다. 독립연구 산출물에 나타난 특징을 분석한 결과, 첫째, '독립연구를 위한 점검표'가 학생 스스로 자신의 독립연구 과정을 확인할 수 있는 자기점검 체크리스트로서 역할을 하였다. 둘째, '독립연구를 위한 점검표'의 점검 내용은 영재학생들에게 토론 주제를 제시하여 풍부한 토론을 유도하였다. 셋째, '독립연구를 위한 점검표'는 영재 독립연구 지도교사에게 학생들의 특성에 부합하는 지도 자료로 활용될 수 있었다. 넷째, 학생의 연구주제 및 연구방법에 따라 '독립연구를 위한 점검표'는 선택적으로 활용될 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권3호
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• pp.426-438
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• 2019

The purpose of this study is to help science gifted students construct posters after conducting scientific open inquiry. To this end, we analyzed 25 posters written by elementary science gifted students and extracted deficient aspects from the posters. Based on this, a checklist consisting of 17 items in 5 categories was developed to help students construct posters. By applying the developed checklist to the evaluation of 14 posters constructed by science gifted students in middle school, the correlations between evaluators and Cohen's kappa values showed high reliability. In addition, by comparing the evaluation results of the seven 7 posters constructed using the checklist with the evaluation results of control group, a significant difference at the level of p<.01 was obtained, therefore, the usefulness of the checklist was confirmed. Students who used checklists responded positively, including that the checklist helped them to recognize deficiencies in their inquiry and to construct posters systematically without omitting key items of the posters. Finally, additional considerations were discussed for the preparation and presentation of the students' posters.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제29권3호
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• pp.129-136
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• 2018

Objectives: This study aimed to evaluate the efficacy of the attention-deficit/hyperactivity disorder (ADHD)-After School Checklist (ASK) by comparing the results of the Comprehensive Attention Test (CAT) and Clinical Global Impression-Severity (CGI-S) Scale and then by calculating the area under the receiver operating characteristic (ROC) curve. Methods: We performed correlation analyses on the ASK and CAT results and then the ASK and CGI-S results. We created a ROC curve and evaluated performance on the ASK as a diagnostic tool. We then analyzed the test results of 1348 subjects (male 56.8%), including 1201 subjects in the general population and 147 ADHD subjects, aged 6-15 years, from kindergarten to middle school in Seoul and Gyeonggi province, South Korea. Results: According to the correlation analyses, ASK scores and the Attention Quotient (AQ) of CAT scores showed a significant correlation of -0.20--0.29 (p<0.05). The t-test between ADHD scores and CGI-S also showed a significant correlation (t=-2.55, p<0.05). The area under the ROC curve was calculated as 0.81, indicating good efficacy of the ASK, and the cut-off score was calculated as 15.5. Conclusion: The ASK can be used as a valid tool not only to evaluate functional impairment of ADHD children and adolescents but also to screen ADHD.

• 한국과학교육학회지
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• 제35권6호
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• pp.1075-1083
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• 2015

본 연구의 목적은 학생들의 열린 탐구 보고서 작성을 돕기 위한 점검표를 개발하는데 있다. 이를 위해 8명의 과학 영재학생들이 작성한 탐구활동지, 학생들의 탐구활동 관찰과 면담, 그리고 최종적으로 제출한 열린 탐구 보고서를 분석하였다. 이로부터 학생들이 잘하는 점과 부족한 점을 추출하고, 이를 바탕으로 열린 탐구를 돕기 위한 점검표를 개발하였다. 점검표는 5개 영역에 대해서 총 46개의 항목으로 구성되었다. 개발된 점검표는 7명의 과학영재학생들이 제출한 탐구 보고서 평가에 적용하고, 평가자간 일치도 분석을 통해 신뢰도를 분석하였고, 그 결과 높은 신뢰도를 확인할 수 있었다. 마지막으로, 개발된 점검표를 보다 효율적으로 활용하기 위한 방안을 논의하였다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제29권2호
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• pp.47-53
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• 2018

Objectives: This study aimed to develop the attention-deficit hyperactivity disorder (ADHD)-After School Checklist (ASK) to evaluate the severity of ADHD symptoms and self-management ability in children and adolescents in South Korea. Additionally, we evaluated the reliability and validity of the scale. Methods: We developed the ASK to evaluate the effect of ADHD psychopathologies on self-management and interpersonal impulsivity. We investigated the reliability and validity of the scale with 1349 parents (male 56.9%; 1202 parents of non-ADHD children, 147 parents of children with ADHD) in Seoul and Gyeonggi Province, Korea. Results: According to the construct validity test using principal constant analysis with the varimax rotation method, two factors explained 60.7% of the cumulative variance in ASK scores. Cronbach's alpha for the whole scale was 0.71. There was no statistical difference between mean ASK scores at test and retest. Mean total ASK scores of the ADHD group were significantly higher than those of the non-ADHD group (p<0.001). Conclusion: The ASK can be used as a reliable and valid tool to evaluate not only self-management capability of children and adolescents with ADHD in their academic and everyday life, but also their impulsiveness in interpersonal relationships.

• 급식외식위생학회지
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• 제2권2호
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• pp.59-66
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• 2021

The results of the inspection based on the sanitation checklist and the measurement of refrigerator/freezer temperature, illuminance, and ATP were conducted at 12 school foodservices in Daiyue-district, Taian-city, Shandong Province, China, at the same time, and the results were as follows. Five items of 'Use sterilized cutting boards', 'Use sterilized knives', 'Use worktable after sterilization', 'Use sink after sterilization', 'Sterilize the interior/exterior of the refrigerator regularly' in the checklist inspection were found not to be performed (0%). Two items of 'Disinfect hands after washing', 'Equipped with hand sterilizer' and 'Sterilize the kitchen areas regularly' were investigated as being performed only in one foodservice (8%). The average illuminance of the receiving stand were 373.08±106.35 Lux, 8% when the standard (540 Lux or higher) was complied with, the average refrigerator temperature were 7.06±0.82℃, 38.9% when the standard (-2 to 5℃) was observed 8% of cases complying with the standard (below -18℃) at -8.56±0.76℃ were investigated. As a result of ATP measurement, the surfaces of knife edge, cutting board, refrigerator door handle, worktable, and sink, which are not sterilized at all, were not suitable (accept ratio 0%), sterilized food plate (accept ratio 54.2%) and utensil for preserved food (accept ratio 75%) had a relatively high accept ratio. China's hygiene regulations should be revised in the direction of strengthening disinfection practices for facilities, equipment, and the environment, and hygiene measures such as education on disinfection and preparation of economical disinfection methods should be established.

• Journal of Nutrition and Health
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• 제45권4호
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• pp.372-389
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• 2012

The objective of this study is to select a simple and easy measurable food behavior checklist for the development of Nutrition Quotient (NQ) for children, which reflects children's diet quality, as well as to evaluate the validity of the items in the food behavior checklist. The first 36 items in the checklist were established by an expert review, modifying the preliminary 50 items in the checklist, which had been selected by a literature review and the Korean National Health and Nutrition Examination Survey data. 341 children in 5th and 6th grades at an elementary school participated in a one-day dietary record survey, and later responded to 36 food behavior questions of the checklist. Pearson's correlation coefficients between the responses to the food behavior checklist items along with the mean nutrient intakes of the children were calculated. From the result, in which responses of food frequency and food behavior items showed certain association with the dietary record data, a second checklist with 22 items was selected. A survey was conducted by using the second checklist. 1,393 children in the 5th and 6th grades at 12 elementary schools in metropolitan cities, such as Seoul, Busan, Gwangju, Daegu, Daejeon, and Incheon, participated in the survey. Further, an exploratory factor analysis was performed. After the analysis, 19 items (10 items from food frequency and 9 items from food behavior) were finalized as the food behavior checklist items for the NQ. The final 19 food behavior checklist items were composed of 5 factors: 'Balance', 'Diversity', 'Moderation', 'Regularity', and 'Practice'. This study is a significant first trial to establish a comprehensive system for evaluating children's food habit and diet quality. This checklist might need continuous modification and revision reflecting the change of children's dietary life and the social environment.

• 대한간호학회지
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• 제35권1호
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• pp.5-15
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• 2005

Purpose: This study was conducted to develop a behavioral checklist to predict an autistic disorder and to identify the earliest detecting time. Method: One hundred and fifty eight children including normal, autistic, institutionalized normal, and retarded were assessed using critical interaction behavioral markers from literature review. Data was collected by semi-structured mother-child interaction by videotape recording and analyzed byfactor analysis, Cronbach a, Kappa, $x^2$, and Duncan. Result: Ten behavioral markers were sorted into 2 factors; joint-attention and synchronized behavior. Autistic children were impaired in pretend play, odeclarative pointing, proimperative pointing, gaze-monitoring, referential looking, showing, joint-attention, rhythmical vocal exchange, and synchronized laughing. The sychronized behavior was also a critical marker to predict the autistic disorder. However, it was difficult to differentiate autistic disorder from mental retardation. In addition, the appropriate detecting time was around 18 months after birth. Conclusion: This checklist should be behavior markers to predict autistic disorder and could be useful as educational material at children's clinics, parents class, and for caregivers in the health center. In addition, early detection should lead to treatment being started as soon after 18 months of age as possible.

• 한국생활과학회지
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• 제15권2호
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• pp.293-301
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• 2006

The purpose of this study is to develop a textile knowledge checklist and to analyze university students' textile recognition. After analyzing reliability, difficulty, and discrimination of questions, we developed a standardized tool to measure textile knowledge. The tool has 72 checklist questions, which can be divided into 4 parts: basic property, comfort, management, and finishing. The level of university students' textile knowledge was 68.91 %. The level of basic property was 75.56%, comfort 70.83%, management 64.5% and finishing 64.74%. The recognition of management and finishing was lower than that of basic property and comfort. There existed a significant difference in the textile knowledge by their gender, major, and school year. To elaborate, females, clothing and textile major students, and juniors and seniors showed higher level of textile knowledge. It seemed that comfort was more professional item than management in textile knowledge.