• The Journal of Korean Academy of Sensory Integration
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• v.17 no.3
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• pp.1-13
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• 2019

Objective : The purpose of the present study is to investigate the effects of Ayres Sensory Integration (ASI^®) with play-centered oral defensiveness reduction activities on the oral sensitivity of a child with oral defensiveness. Methods : The subject was a three-and-a-half year-old boy with a developmental delay. The study was performed from August to September, 2018. The research design used in this study is the design for single-subject research. The experimental period was divided into three phases: three sessions for the initial baseline phase (A), 15 sessions for the treatment phase (B), and three sessions for the final baseline phase (A'). Ayres Sensory Integration (ASI^®) with active oral play was conducted in the treatment phase. The Measuring Oral Sensitivity in Practice was used to test changes in the oral sensitivity level. The Korean Children's Eating Behavior Inventory and Food Checklist were used to assess the difference in functions related to oral sensitivity before and after the intervention. Results : In comparison with the baseline phase, the Measuring Oral Sensitivity in Practice and Korean Children's Eating Behavior Inventory were improved during the treatment phase, but the Food Intake checklist score was not changed after the treatment phase. Conclusion : The use of Ayres Sensory Integration (ASI^®) with active oral play produced positive results and reduced the child's oral sensitivity and eating problems.

• Journal of Korean Ophthalmic Optics Society
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• v.13 no.4
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• pp.43-49
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• 2008

Purpose: The current study was conducted to evaluate the compatibility of UV-A blocking contact lens on eye protection with regular contact lens. Methods: The protective activity of regular contact lens (UV-A blocking: 20%) and UV-A blocking contact lens (UV-A blocking: 85%) on the denaturation of RNase A, catalase, and superoxide dismutase (SOD) induced UV-A irradiation were compared by acrylamide gel electrophoresis. The enzyme solutions were irradiated with UV-A for 1, 3, 6, 24 and 96 hours at the wavelength of 365 nm. Covering area with contact lenses were varied as 50%, 70% and 100% according to the calculation of blocking areas of anterior eye that could be covered with RGP lens, soft contact lens, and eye glasses, respectively. Results: Denaturations of RNase, catalase and SOD were exaggerated when they were exposed to UV-A for a longer period. The denaturation was effectively prevented by UV-A blocking contact lens compared to regular contact lens. The capability of UV-A blocking contact lens was considerably reduced when the covering area with contact lens decreased and exposure time to UV-A extended. Conclusion: Therefore, it would be suggested that wearing contact lens for a long time under sunlight is carefully considered since the activity of UV-A blocking contact lens against UV-A irradiation may not be enough to protect enzymes presented in eyes when exposure time to UV-A increased.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1143-1149
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• 2023

The purpose of this study was to the effects of case-based learning (CBL) on problem solving ability and academic self-efficacy in nursing students and was a quasi-experimental study with a one-group pretest-posttest design. The subjects of this study were 121 grade 4 students, and the data collection period was from Aprill 24 to June 12, 2023. The research procedure was scenario development, preliminary investigation, application of case-based learning classes, and follow-up investigation, and the CBL was conducted for 2 weeks, 50 minutes per week. The general characteristics of the subjects were obtained by frequency, percentage, mean, and standard deviation and the effects of CBL on problem solving ability and academic self-efficacy was tested using a paired t-test. The results of this study showed that nursing students' problem solving ability (t=-5.70, p<.001) and academic self-efficacy (t=-3.25, p<.002) improved after applying CBL compared to before applying it. We suggest the use of case-based learning as a strategy to improve problem-solving skills and academic self-efficacy in nursing education. In the future, follow-up research is needed to verify the effectiveness by developing and applying step-by-step clinical cases at an appropriate level according to the learning content of nursing major subjects by grade.

• Journal of Industrial Convergence
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• v.21 no.12
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• pp.101-111
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• 2023

This study conducted systematic review and meta-analysis to analyze the effectiveness of a dual-task for cognitive function in patients with MCI in Korea. A search was conducted using eight databases, and the search terms were MCI, cognition, and dual task. This study includes RCT and nonRCT published from January 2013 to July 2023. A total of 682 studies were searched, and 8 studies that fulfilled the inclusion and exclusion criteria were finally analyzed. Methodological quality was assessed with the RoB, RoBANS. The meta-analysis used CMA 4.0 ver. As a result of the analysis, the overall effect size of the dual task was medium effect size. The effect size according to the outcome variables was large for orientation and executive function, and medium effect size for global cognitive function, visuospatial function, memory, and attention. As a result of analysis according to the intervention period, the effect was greater when applied for 4 to 8 weeks, and the effect size was larger when applied for 24 to 30 sessions. This study presented clinical evidence on the effectiveness and application method of a dual-task applied to improve cognitive function in patients with MCI.