We evaluated whether group locomotor imagery training-combined knowledge of performance (KP) lead to improvements in gait function in community dwelling individuals with chronic stroke. Ten adults who had suffered a hemiparetic stroke at least 6 months earlier participated in group locomotor imagery training-combined KP for 5 weeks, twice per week, with 2 h intensive training. Dynamic gait index scores increased significantly after the group locomotor imagery training-combined KP. However, times for the timed up-and-go test did not improve significantly after the training. Group locomotor imagery training-combined KP may be a useful option for the relearning of gait performance for community dwelling individuals with chronic hemiparetic stroke.

This present study concerned whether prompts and recasts that occur during interaction could play a role in L2 development. Adopting an untimed grammatical judgment test and an elicited oral imitation test to measure explicit and implicit knowledge, this study examined the relative effects of prompts and recasts on L2 development of past tense forms. The participants were pre-intermediate learners enrolled in English as a foreign language (EFL) classes at a university in Korea. The learners were assigned to two prompt groups, a recast group, and a control group. The analysis of the untimed grammaticality judgment test revealed that the participants promoted their explicit knowledge of the past tense forms of regular and irregular verbs when prompts were provided. The analysis also showed that the learners who received recasts improved their test scores but only in irregular past tense forms. No significant group difference was found among the treatment groups and the control group in the results of the elicited oral imitation test used to measure implicit knowledge of the target forms. These results indicated that prompts were beneficial for short-term L2 grammatical learning of EFL learners of pre-intermediate level. The implications and limitations are discussed in terms of the role of prompts in driving L2 development.

The purpose of this study was to determine differences in perception of weight management, balanced food intake, knowledge of obesity, and nutrition knowledge in university students. The average weight and height of male subjects were 175.0±5.7cm and 69.1±11.8kg, whereas those of female subjects were 161.7±5.0cm and 51.7±6.9kg, respectively. Average scores for balanced food intake were not significantly different between male and female students. The total number of correct answers for obesity knowledge was not significantly different according to gender, but four responses related with losing weight showed higher perception scores in females compared to males (p〈0.05). The total number of correct answers for nutrition knowledge was not significantly different between males and females. The average BMI of male and female subjects were 22.5±3.44 and 19.7±2.21, respectively, ranged in normality. Self-evaluation of body shape was mostly in the normal or standard range in both males and females, but females showed a higher perception rate of chubby or fat than males. The percentages of interest in weight management was 36.0% in males and 50.8% in females, with higher interest in female subjects (p〈0.01).

“앎”과 “믿음”은 다르다. “믿음”이 수동적이라면, “앎”은 능동적인 속성 을 내포하고 있다. 영지주의는 후자의 특징을 보이며, 이것은 인간으로 하여금 주체가 되어 능동적으로 궁극적인 진리를 추구하는 길을 열어준다. ｢어린 학생들 사이에｣ (“Among School Children”)서의 춤과 춤꾼의 합일은, 그 과정이 능동적인 추구의 절 정인 것을 보여준다. 성서와 영지주의는 차이점을 보인다. 기독교의 성서 속에는 수많 은 예술 창작을 위한 영감을 제공하지만, 문자주의, 사실주의 교리주의라는 제한성이 동시에 존재한다. Yeats는 이런 점을 간파하여, 영지주의자들의 작품 속에서 상징주의, 알레고리, 은유, 신화, 창조적인 다의성을 자양분으로 삼는다. 영지주의의 궁극적인 진 리에 이르는 핵심적 추구의 수단이 되는 앎(knowing)의 지성(intellect)에 대한 관점은, ｢비잔티움 항해｣(“Sailing to Byzantium”)을 포함하여, Yeats의 시, 곳곳에 중요한 요 소로 등장한다. 그러나, 영지주의와 Yeats의 이원론은 차이점이 발생한다. 영지주의에 서 정신과 물질로 나누는 이원론은 대립적 관계로 배타적이며 정신이 물질적 차원을 벗어나는 것에 역점을 둔다면, Yeats의 이원론은 대립적 갈등과 투쟁적인 요소 속에는 보완과 조화의 관계성을 추구한다는 것이다. Yeats의 이원론과 영지주의 이원론은 이 런 점에서 차이점이 발생한다.

Virtual project organization may be recognized as one of the promising business models in which many knowledge sources externalize through cross boundaries of knowledge-based organizations. This paper proposes a knowledge competence evaluation of virtual project organization based on the following perspectives: 1) Individual knowledge perspective, 2) Activity-oriented knowledge perspective, and 3) Knowledge-driven social network perspective. In the framework, individual knowledge competence having experienced or learned from knowledge-based activities and virtual networks in the project, should be evaluated according to the assumption that knowledge and collaboration competence depends on the activities and networks acquired proportionally by the past participation to projects. An illustrative SI example is given in order to validate the proposed evaluation and computing procedure.

This paper reviewed the relationship between information technology system and knowledge management activities, and the moderating effect of industrial type. The results of multiple regression analysis, based on the responses from 219 employees in manufacturing and financing service sector, showed that information technology infrastructure and information technology usage have positive effects on knowledge acquisition, knowledge transfer, and knowledge usage. In moderating effects, information technology infrastructure more positively related with knowledge acquisition in financing service sector than in manufacturing sector. And also information technology usage more positively related with knowledge transfer in financing service sector than in manufacturing sector.

Lexical knowledge is an important predictor of second language learning. The present study focuses on aspects of lexical knowledge of Korean elementary (6'h grade) and middle school learners (9'h grade) in connection to learni ng strategies, that is, with regard to vocabulary learning and by investigating the learners' preferred English medium of interest. The learners were asked to complete questionnaires for information on vocabu lary learni ng strategies, and were tested with receptive and prod uctive vocabulalY levels test to assess their vocabulary knowledge. One-way ANOVA was conducted to note differences between the different vocabulary learning strategy groups, and multiple regression was employed to select predictors of learners' receptive and vocabulary knowledge. While the learners did not favor public education (school lessons), private lessons indicated to be the dominant means of learning English among the 6th graders with larger vocabu lalY sizes; the use of the vocabu lary workbook indicated to be a useful resource for the 9th graders. Although movies were popularly viewed by most of the learners, it was tile learners who had been reading books in Engli sh that seemed t.o have obtained larger vocabulary sizes. The findings provide guidelines for vocabulalY instruction in Korean elementary and middle school contexts .

Limited research on the PYLT (productive Vocabulary Levels Test) stimu lated the investigation into the relationship between the PYLT and Korean col lege students' productive vocabulary use in writing. For the purpose of the study, twenty five students (n=25) were asked to take the PVLT, perform translation tasks, and write an essay. They were also asked to write a reflection paper to examine their perceptions of the PVLT. The LFP (Lexical Frequency Profile) was employed to analyze the students' compositions to examine the relationships between their vocabulalY profiles and the PVLT. The results of the study indicated that there was no significant correlation between the PYLT and the LFP; the relationships between the PVLT and other variables were largely influenced by word frequency levels. These findings imply that the PVLT at the 2000 word frequency level represents the students' vocabulary knowledge in their compositions, and their writing proficiency. As for the perceptions of the PYLT, most of the students responded that the PVLT assessed their vocabulalY knowledge. Interestingly, they attributed both success and failure in providing correct answers to the test format of the PVL T. This study suggests that interpretation of the results of the PYLT should be associated with word frequency levels.

The paper’s proposition is that Mexican public universities potentiate social oriented activity for gsed purposes while agents in Knowledge and Innovation Networking. But they must comply with the structural restrictions of communicative action. The aim is to present communication principles for Knowledge and Innovation Networking (KIN) that promotes Green Sustainable Economic Development (gsed) in Latin American societies, characterized by heterogeneous cultural traits and varied levels of economic and political development, within countries themselves and between them. Prime gsed issues are the preservation of natural resources considering their use and enjoyment by the coming generations, the right to material progress of developing countries as well as the obligation of developed economies to reduce their energy consumption (raw energy and processed commodities). However, the validity of any gsed model is questionable unless it is coherent in terms of what gsed is considered both locally and globally, thus the relevance of networking for knowledge and innovation (see Hidalgo 2011), integrated with regional, national and international innovation systems. How can Knowledge and Innovation Networking (kin) increase university participation in the promotion of gsed? This is a question that this paper aims to answer and provide some strategies to increase participation and contribution to gsed. Knowledge and innovation networks are environments for participation of key social groups where concurrence protocols ease both lawfulness and transparency regarding market issues (global, regional and local) and sustainable development. On-line kin interactions implementation are insufficient for gsed, but will provide participants (state, business, universities and individuals) favorable environments for coordinated actions that represent added value to each and all participants with a reduced hierarchical control because the overall purpose is redefinition of gsed principles that meaningful taking into consideration each participant’s condition.

한자문화권의 한자문화란 한문을 공용문어로 사용하여 영위된 종합적 지식체제 이다. 즉 한문을 지적 수단으로 사용하였던 사람들의 生活知, 學問知, 普遍知, 構想知등이 모여 이루어진 知識地形圖이다. 한자문화의 ‘知的傳統’은 가치의 역사적 축적이다. 특히 한국의 지적전통은 한 국의 지반에서 현실적으로 갖는 의미라고 할 수 있다. 한자기록으로 이루어진 지 적전통은 다양하게 전개되어 왔으며, 그것을 교육하고 학습하는 분야가 한문과목 이다. 우리의 한문문화를 동아시아 한문문화 속에서 비교하여 그 同異와 變化, 나아 가 普遍化를 분석할 때 우리만의 특성을 찾아낼 수 있다. 본고는 한자문화 중 전 통교육과 관련된 지식형성에 관해서 살펴보았다. 이 때 지식형성에 어떤 교재가 어떤 교육방법으로 사용되었는가를 밝히는 일은 매우 중요하다. 이에 ‘전통’ 한문 교육에서 그 지식의 분류와 지식의 실천내용을 고찰하여 지식형성의 틀을 찾아내고자 하였다. 전통적 몽학 한문교재는 天地人분류체계를 기반으로 지식을 형성하고 있다. 우선 자연에 대한 개괄적 이해를 토대로 하고, 그 위에 이상적 인간의 모습으로서 사회의 질서체제와 예교를 제시하였다. 이러한 분류체계는 고대사회의 식자교재 인 『급취장』을 비롯하여, 가장 널리 사용된『천자문』등의 중국교재는 물론이고, 조선시대의 『유합』이나『訓蒙字會』에서도 찾아볼 수 있다. 이런 분류체계 안에 서 초학자들은 識字와 함께 자연스럽게 전통적 세계관과 인간관에 접하고 수용할 수 있었다. 한편 교화용 교재는 자연에 관한 이해에 앞서 인간에 대한 이해를 다양하게 제 시하고 있다. 중국 宋代에 만들어진 『소학』,『삼자경』의 분류체계가 율곡의 『성학집요』나『격몽요결』등의 계몽서에 수용되어 계승되었다. 이러한 교화용 교재의 분류체계는 학습자로 하여금 심신의 수양과 독서를 통한 자기계발의 학습방법과 사회 속에서의 처신을 체득하게 한다. 이러한 전통적 몽학교재에 보이는 분류체계를 현대 한문교육 교재에 활용하게 되면, 교육과정에서 요구하는 전통의 이해와 계승의 한 방법이 될 것으로 기대한다.

북서항로의 가능성을 긍정적으로 그려 놓은 메르카토로의 1569년 세계지도와 오르텔리우스 1570년 세계지도의 등장, 로버트 더들리를 필두로 한 활동가 그룹의 새로운 권력층 부상, 1560년대 후반과 1570년대 초반 멕시코-필리핀 간 스페인의 태평양 무역항로 정착, 네덜란드를 사이에 두고 스페인과 잉글랜드의 갈등 증폭 등을 배경으로 잉글랜드로서는 스페인과의 마찰을 무릅쓰고라도 동방무역에 참가하지 않을 수 없게 된다. 그 결과 프로비셔의 북서항로 탐험, 드레이크의 세계 일주, 펫과 잭먼의 북동항로 탐험 등 일련의 북방항로 탐험이 1570년대 후반 집중된다. 한편 1550년대 잉글랜드 북방탐험에서 디의 역할은 항해에 대한 기술 자문역에 그쳤지만, 1570년대 후반에 들어서면서 대영제국이라는 자신의 아이디어에 의거해 잉글랜드의 해외 탐험이 갖는 특별한 정치적 의미를 선전하기 시작했다. 이 시기에 메르카토르, 디, 오르텔리우스, 해클루트 사이에 북극지방의 지리 지식을 놓고 활발한 서신교환이 이루어진다. 잉글랜드 지식인과 탐험가들은 북방영토에 대한 관심 때문에 메르카토르의 지식이 필요했고, 마찬가지로 메르카토르의 입장에서는 계속된 탐험으로 축척된 북방영토에 관한 잉글랜드의 정보가 필요했던 것이다.

The purpose of this study was to examine the degree of knowledge of care workers working at long term care hospitals and nursing homes on pressure ulcer. A total of 81 care workers including 34 at long term care hospitals and 47 at nursing homes were surveyed. 24 questions were used to evaluate their degree of knowledge on pressure ulcer. Their knowledge on pressure ulcer scored 12.84 out of the total score of 24 points(SD=3.40), which was equal to 53.50 (SD=24.23) out of 100 points. Their knowledge on the prevention of pressure ulcer was highest among the subareas of evaluation. Their knowledge on pressure ulcer statistically significantly differed according to education on pressure ulcer(P<.05). A pressure ulcer is a skin disorder that may be prevented and cured. At this point when long term care facilities are rapidly increasing, care workers highlevel knowledge on and good management of pressure ulcer is very important. Practically educating them on pressure ulcer including the provision of recent, updated relevant knowledge will be necessary.

This paper reviewed the two proposed hypotheses. The first hypothesis is to test the relationship between knowledge management and incremental innovation, and the second hypothesis is to test the moderating effect of firm-size on that relationship. Data w

이 연구의 목적은 현무암과 화성암과 같은 화성암을 관찰할 때 화성암 지역에 살고 있는 학생들과 그렇지 않은 학생들 사이의 특징을 비교하기 위한 것이다. 연구를 위해 제주도에 살고 있는 5학년 학생 68명, 울릉도에 살고 있는 5학년 학생 28명, 그리고 화산지역과 직접적 관련이 없는 지역의 5학년 학생 61명을 선정하였다. 이 연구는 다음과 같이 진행되었다. 현무암과 화성암을 관찰하게 한 후 학생들은 관찰한 사실을 모두 적었다. 그리고 관찰이 끝난 후 관찰이외에 현무암과 화성에 대해 알고 있는 사실 모두를 적도록 하였다. 연구를 통해 알게 된 사실은 다음과 같다. 첫째, 화성암 관찰에 있어서 학생들은 지역적 특성 변인에 의한 유의미한 통계적 차이는 보이지 않았다. 둘째, 화성암과 관련하여 학생들이 관찰 이외에 알고 있는 지식의 양 또한 지역적 특성과 관련되어 유의미한 차이를 보이지 않았다. 셋째, 화성암에 대해 관찰 사실 이외에 알고 있는 지식을 질적으로 분석한 결과, 많은 학생들은 화성암의 근원물질이나 생성과정에 대해 알고 있었으나 지역적인 특성을 고려한 진술은 많이 나오지 않았다. 이러한 연구 결과를 통해 우리는 학교에서 이루어지는 과학 수업이 현상을 탐구하는 것뿐만 아니라 현상과 관련된 여러 가지 구체적인 사례들과 함께 이루어져야 한다는 것을 알 수 있다.

The purpose of this study was to understand interrelationships among switching costs, customer satisfaction, and switching intent in a family restaurant. Based on a total of 427 customers obtained from empirical research, this study reviewed the reliability and fitness of the research model and verified a total of five hypotheses using the Amos program. The hypothesized relationships in the model were tested simultaneously by using a structural equation model (SEM). The proposed model provided an adequate fit to the data, χ2=137.881 (df=50); p〈 .001; CMIN/df 2.758; GFI= .947; AGFI= .919, NFI= .965; IFI= .978; TLI= .970; CFI= .978; RMR= .047; RMSEA= .064. The results showed that switching cost (β= .123) in a family restaurant had a positive (+) influence upon customer satisfaction. Further, switching cost had a significantly negative (-) effect on switching intent (β= -.414). In addition, there were moderating effects related to customer knowledge and variety seeking orientation in terms of the causal relationships between switching costs, customer satisfaction, and switching intent. Limitations and future research directions are also discussed.

This study examined native-speaking English teachers’ pedagogical knowledge through the analysis of transcriptions of videotaped lessons and interviews with six novice English teachers teaching at middle schools. The goal was to discover what pedagogical knowledge these teachers have and how the knowledge was represented in the form of instructional actions. The dominant categories of the teachers’ instructional actions were repetition of input and instructions. Hence, there were a lot of repetitions of input which seem to come from behavioristic perspectives of language learning and teaching. Also, there were lots of teacher-initiated questions and directives to elicit responses from the students. The primary way of clearing the meaning of the text was translation. The findings indicated that the native-speaking teachers’ pedagogical thought are mostly pertinent to general educational knowledge not about language learning and teaching. In addition, the novice teachers’ pedagogical knowledge deduced from pedagogical thoughts leaned towards heavily to ‘Handling language items’ while experienced teachers in Gatbonton’s (2000) study displayed no dominant category. Implications for teacher training were discussed.

본 연구는 고등학교 천체관측 관련 개념 검사지를 개발하여 지식상태 분석법으로 천체관측 개념의 위계와 개별 학습자의 지식상태를 분석하였고, 이에 따른 교수-학습 효과를 알아 보았다. 학습자가 갖고 있는 천체관측 관련 개념의 심리적 위계는 '지구운동 →천구좌표계 →천체관측(망원경 원리 →망원경 설치 →망원경 관측)' 순이었으며, 교수 위계(70.8%)도 같은 순 이었다. 개념 검사에서 같은 점수를 획득하여 천체관측 능력이 비슷할 것으로 추정되는 학습자의 지식상태가 서로 다르게 나타났다. 지식상태의 구조화가 잘 이루어진 경우와 그렇지 못한 사례가 있었는데, 이는 서로다른 교수-학습 처방이 이루어져야 함을 시사한다. 즉, 지식상태 분석을 통하여 학습자의 개별화 학습 처방과 형성평가의 역할을 할 수 있다. 지구과학I의 천체관측 단원에서 교과서의 내용 제시 순서 보다 학습자의 심리적 위계에 따라 수업한 경우가 개념의 성취도 수준에서 유의미(p〈0.05)하게 더 높았다. 이는 교사들이 천체관측 관련 개념을 지도할 때, 교육과정을 토대로 학습자의 지식상태를 파악하여 교과서의 학습 내용을 재순서화 함으로써 더 효과적인 학습이 이루어질 수 있음을 보여준다.