• Journal of the Korean Society of Food Culture
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• v.21 no.2
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• pp.171-178
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• 2006

Tarakjuk with different amylose content was made up using roasted rice flours that consisted of the highest enzyme-resistant starch (RS), while differential scanning calorimetry (DSC) was also utilized to measure the gelatinization temperature of these roasted rice flours in order to establish cooking temperature of tarakjuk. The following qualities of tarakjuk with different amylose content were studied: color, viscosity, spreadability, starch fractions involving total starch (TS), rapidly digestible starch (RDS), slowly digestible starch (SDS) and RS, in vitro starch digestibility (IVSD) and sensory properties. During experimentation, it was found that as the amylose content of the rice flour decreased, the L value of tarakjuk decreased, whereas a value increased significantly (p<0.05). Also, while viscosity showed to increase significantly (p<0.05), on the opposite end, the property of spreadability decreased. TS ranged from $15.95{\sim}17.31%$, RDS $9.36{\sim}10.16%$, SDS $5.46{\sim}6.91%$ and RS $0.33{\sim}1.07%$, on a dry basis. Although the amylose content of rice flours decreased, IVSD increased, however showing no significant difference. When testing the sensory properties of tarakjuk, color and viscosity increased, whereas clumpiness decreased. Ilpum tarakjuk showed the highest score for nutty taste and overall acceptance levels. In fact a high correlation was shown between nutty taste and overall acceptance level (p<0.01), which leads one to believe that nutty taste is a prime factor that greatly influences overall acceptance. Furthermore, viscosity was positively correlated with both a and b values, however negatively correlated with L value (p<0.05). Moreover, roasted nutty taste and overall acceptance were positively correlated with a value (p<0.05), respectively. In conclusion, the above results suggest that tarakjuk could be made by choosing the appropriate rice flour based on the nutritional or sensory purpose.

• Journal of the Korea Society for Simulation
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• v.14 no.3
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• pp.55-66
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• 2005

Virtual reality (VR) simulators have been extended to transfer knowledge and education, and demands for exhibition systems for science education and cultural experiences has also increased. Existing VR simulators, which are based on the dynamics equations of motion, cannot easily be adapted to changes in simulation contents. In order to effectively transfer knowledge and maintain interests through educational applications, an experiential system that has multi-sensory effects as well as motion effects is required. In this study, we designed and implemented a motion generation that is tailored to experiential exhibition systems and multi-sensory VR effects. Both the sense of motion which is generated from the movement of the viewpoint of the visual image, and motion effects which are constructed in advance, are applied to motion simulation. Motion effects which occur during interaction between the user and the exhibition system can be easily added. Various sensory cues that are appropriate to the exhibition system are also considered.

• 제어로봇시스템학회:학술대회논문집
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• 1993.10b
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• pp.224-229
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• 1993

The robot has spread remarkably, is used not only in manufacturing but also in various other fields, and is becoming more popular in everyday life. At the same time, the functional demands for all manner of robots have been diversified. Education regarding robots has been developing in the computer, mechanism, sensor and artificial intelligence fields. Technical education which integrates all of the above is necessary and in great demand. We have developed an educational robot so that it can be used in education in fields including structure, sensory and brain function and can also organically integrate those.

• The Korean Journal of Food And Nutrition
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• v.21 no.2
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• pp.197-203
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• 2008

This study was performed to aid the development of a reduced-calorie ssanghwa beverage, by using substitutes for high fructose com syrup(HFCS). Sensory scores were examined for ssanghwa beverages containing different levels of glucosyl stevia, aspartame, and acesulfame-K(0, 50, and 100%, respectively) in place of HFCS. The results showed that sensory scores were not significantly different for the beverages containing different levels of acesulfame-K, including aftertaste, ssanghwa taste, and overall eating quality. In contrast, the sensory scores of beverages containing 0 and 100% glucosyl stevia were significantly different. Data were also gathered comparing the sensory scores of beverages according to the different types of sweeteners. Bitter taste and astringency were not significantly different between the beverages sweetened with HFCS, KP(containing 50% acesulfame-K and 50% aspartame), SP(containing 50% glucosyl stevia and 50% aspartame), and SK(containing 50% glucosyl stevia and 50% acesulfame-K), respectively. Finally, aftertaste and overall eating quality were not significantly different between the HFCS and SP sweetened beverages.

• The Journal of Korean Academy of Sensory Integration
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• v.3 no.1
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• pp.67-77
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• 2005

Objective : The purpose of this paper was to suggest a model of the parent educational program with a sensory integration approach for developmental disabilities. Methods : A questionnaire survey were conducted to investigate the needs of the parent educational program and the satisfaction on after of the parent educational program with sensory integration for developmental disabilities. The parent educational program was completed by 8 mothers and each one children with developmental disabilities ranging in age from five to six years for five weeks. The parent educational program with sensory integration approach were consisted of the lecture, an exploration group and individual counseling for parent and individual evaluation and treatment, and group treatment for children. Results : 1. In the needs of the parent education, 50% for active participation of parent and 40% for the understanding with children. 2. In the satisfaction for the parent educational program with sensory integration, 9.3/10point for a individual education with the home program, 9.0/10point for the understanding with children, 8.7/10point for the chance of a participation in sensory integration program, 6.7/10point for a individual treatment, 5.7/10point for a group treatment. Conclusion : The parent educational program with sensory integration suggest that its useful program to understanding their children and sensory integration for parent.

• The Journal of Korean Academy of Sensory Integration
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• v.2 no.1
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• pp.65-71
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• 2004

Objective : Korean Academy of Sensory Integration(KASI) planned and executed sensory integration Therapy Camp to serve intensive sensory integration program for children with the sensory integrative dysfunction, to support their family with parent' education and home programs, and to suggest practical guideline for therapists through individual supervision and demonstrations. Methods : The camp was held during 5days in the children's center for developmental support that set up sensory integration tools. The camp executed the individual and group interventions that consisted of 7 children with sensory integrative dysfunction, especially dyspraxia and 7 therapists who manage them and 6 supervisors. Results : Children which served the intensive intervention showed the improved adaptive responses during the camp and their parents reported the satisfaction degree of the camp program was 83%. Their therapists also had a chance to understand the broader sensory integrative interventions through the supervision. Conclusion : To provide the clients for qualitative sensory integration service, the camp must be programmed that children with the sensory integrative dysfunction can service the intensive sensory integration program and their therapists can actually experience reeducation individually through supervision and demonstrations.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.539-550
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• 2020

This study establishes the scientific basis for the use of digital learning materials through the education-neurological research method and derives implications for education based on education-neurological understandings. The main findings of the education-neurological analysis of digital learning materials are as follows: First, various sensory stimuli go through multiple sensory neurons and deep sections of the upper sphere and make possible the cooperative processing of information. Second, indirect experience from digital learning materials helps students understand the learning contents vividly through the mirror neuron system. Third, positive emotions originating from digital learning materials promote functions of dopamine, the reticular activating system, frontal-striatal circuit, cerebrum cortex. Based on the findings, the study suggests the following educational implications. First of all, when selecting digital learning materials, teachers should consider expression forms, learning contents, the flow of classes, and the adverse effects of digital learning materials. Next, it is effective to utilize digital learning materials in the lecture for provoking curiosity and enjoyment, maintaining interest and effort, and reviewing what students learned.

• The Journal of Korean Academy of Sensory Integration
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• v.4 no.1
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• pp.65-70
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• 2006

Objective : Korean Academy of Sensory Integration(KASI) planned and executed intensive sensory integration treatment course for children with the sensory integrative dysfunction and therapists, to suggest practical guideline for therapists through individual supervision, lecture, simulation therapy, observation, case study and free play etc. Method : The course was held during 5days in the children's center for developmental support that set up sensory integration tools. The course executed the 4 individual interventions, 1 simulation therapy, 1 observation, 4 free play sessions that consisted of 6 children with sensory integrative dysfunction and 6 therapists who manage them and 3 supervisors and 2 managers. Results : Their parents reported the satisfaction degree of the treatment course service was above 84%. Therapists also had a chance to understand the broader sensory integrative interventions through the supervision and various educational programs. Conclusions : Intensive treatment course can provide parents and therapists with satisfaction of the programs. Therapists can especially experience reeducation individually through supervision and lectures.

• Korean Journal of Health Education and Promotion
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• v.33 no.5
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• pp.23-36
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• 2016

Objectives: This study aims to define the relationships between the sensory, cognitive and physical functions of young-old and old-old individuals. Methods: Participants were 10,451 elderly individuals aged 65 and above, raw data of a 2014 National Survey on Korean Older Persons was used. To investigate the relationships among the sensory, cognitive, and physical functions, a structural equation model was used. Results: The key analysis results are summarized as follows; 5% had poor vision function(young-old 3.5%, old-old 7.1%), 3.8% had poor auditory function(young-old 1.7%, old-old 6.7%), 33.0% had decline in cognitive function(young-old 30.9%, old-old 35.7%), 3.6% were disabled(young-old 1.6%, old-old 6.3%) and cognitive function influences physical function more greatly than does sensory function. Additionally, in the young-old groups, vision among sensory functions, attention among cognitive functions, and IADL among physical functions, turned out to be the most influential. However, in the old-old groups, auditory function among sensory functions, orientation among cognitive functions, and IADL among physical functions, turned out to be the most influential. Conclusions: This study implies that functions in the young-old and old-old individuals must be considered with all three functions-sensory, cognitive, and physical-together at the same time and that this comprehensive approach is necessary in national policy making.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.3
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• pp.26-45
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• 2019

Objective : The purpose of this study is to develop educational goals, training content, and training methods for the intervention course of the Korean Academy of Sensory Integration (KASI) and to conduct competency-based intervention courses based on the competency model for sensory integration intervention. Methods : This study was conducted on work therapists who participated in the 2019 intervention course of KASI. In the first phase, educational needs were analyzed to set goals for the interventional course. In the second phase, a meeting of researchers drafted the intervention course education program and the methods of education, and the intervention course was conducted. In the third phase, the changes in educational satisfaction and performance level pre- and post-intervention course for each competency index were investigated. Results : The educational goals of "learning and applying the clinical reasoning process of sensory integration intervention" and "intervention by applying the principle of sensory integration intervention" were set after reflecting on the results of the analysis of the educational requirements. The length of the competency-based intervention course was 42 hours. The average education satisfaction level of participants in the arbitration process was 4.48±0.73, and the average education satisfaction level of the supervisor was 3.92±0.71. In both groups, the most satisfying curriculums were the data-driven decision-making process and the intervention goal-setting lecture. But the satisfaction level of was the lowest. Before and after the intervention course, there were significant changes in the performance of the two behavioral indicators of the analytic skills in the expertise competency cluster of the competency model. Conclusion : This study is meaningful in that it conducted a survey of educational needs, the development and implementation of an educational curriculum, and an education satisfaction survey through systematic courses necessary for education development.