This study was performed to investigate the nutrition knowledge, dietary attitudes, and dietary behaviors among high school students by gender. The subjects were 275 students (127 male, 148 female) in Incheon metropolitan area. Selfadministered questionnaires consisted of general characteristics and anthropometric data, nutrition knowledge, dietary attitudes, and dietary behaviors. The average score of nutrition knowledge was significantly higher in female subjects (9.4) compared to male subjects (8.2) (p<0.01). Male subjects had a higher score for dietary attitudes than female subjects (p<0.001). Frequency of meals was significantly higher in male subjects compared to female subjects (p<0.05). Duration of meal time in male subjects was significantly higher (‘5-10 minutes’) compared to female subjects (p<0.001). Unbalanced diet was significantly higher in female subjects (66.3%) compared to male subjects (48.9%) (p<0.01). Male subjects showed significantly higher consumption frequency of ‘dairy’ (p<0.001) and ‘beans’ (p<0.001) compared to female subjects. For snack consumption, male subjects showed higher consumption frequency of ‘nuts’ (p<0.001), ‘soda’ (p<0.05), ‘fast foods’ (p<0.001), and ‘ramyeon’ (p<0.01), but lower consumption frequency of ‘biscuits and bakery’ (p<0.01) compared to female subjects. Therefore, it is necessary to develop a systemic nutrition education program for high school students by gender.

The present study was conducted on 200 food handlers employed at restaurants with open-kitchens in Seoul to evaluate their food sanitation knowledge levels and practices. A majority of participants (88%) replied that open-kitchens are more hygienic than common kitchens due to the sanitary cooking process. The correct answer rate was 94.3% for sanitation of instruments and utensils and environmental sanitation, whereas food handling sanitation (66.8%) was ranked at the bottom among food sanitation knowledge. Total scores of food sanitation knowledge were significantly influenced by education level and ages of food handlers (p<0.001). Personal hygiene knowledge level of food handlers regarding institutional food service was higher than that of food handlers at restaurants and bakeries (p<0.001). Food sanitation practices scores showed significant differences in personal hygiene (p<0.001) and environmental sanitation (p<0.05) according to certificate possession. As the result of correlation analysis between food sanitation knowledge and practices, there was no significantly positive correlation, whereas a significant positive correlation was observed between knowledge of food handling and personal hygiene practices (p<0.05). The results show need for improvement in both knowledge and practice levels of open-kitchen food handlers. Consistent and customized food sanitation education program should be developed to protect against food poisoning at open-kitchen restaurants.

다국적기업은 여러 다양한 수단을 통해 본인들의 내부 지식창고를 강화하려는 노력을 하는 한편, 해외에 자회사를 설립함으로써 다른 기업의 특정 제품에 내재된 명시적 지식은 물론, 암묵적 지식 에 접근하여 이를 학습하려는 경향을 보이곤 한다. 특히 다국적기업 네트워크 내 지식경영은 최근 자회사의 성공을 견인하는 열쇠로서뿐만 아니라, 국제무대에서 다국적기업 자신의 경쟁우위를 고 양시킬 수 있는 주요한 선결조건으로 고려되곤 한다. 전통적인 지식흐름 (본사로부터 자회사로의 지식이전) 및 자회사로부터의 시장정보 습득(역지식이전)은 어렵고 때론 복잡한 과정으로 인식되 지만, 조직의 경쟁력 향상이 주로 이와 연관되어 있기에 다국적기업의 관점에서 동 연구주제는 간 과할 수 없는 주요한 이슈로 자리매김 하였다. 따라서 동 주제의 중요성을 고려하여, 본 연구는 각 각의 시장진입 전략의 특성을 개괄적으로 알아보고, 관련 이론적 논의 제공하며, 선행연구의 연대 기적 추세를 알아봄은 물론, 언급한 주제와 관련하여 국제경영 분야 상위저널의 출간경향을 탐구해 보고자 한다.

Background: Deficiencies in the ability to maintain balance are common in elderly. Augmented feedback such as knowledge of results (KR) can accelerate learning and mastering a motor skill in older people. Objects: We designed this study to examine whether one session of Wii-Fit game with self-regulated KR is effective for elderly people, and to compare the effect of two different timings of self-regulated KR conditions. Methods: Thirty-nine community-dwelling elders, not living in hospice care or a nursing home, participated in this study. During acquisition, two groups of volunteers were trained in 10 blocks of a dynamic balancing task under the following 2 conditions, respectively: (a) a pre-trial self-regulated KR (n1=18), or (b) a post-trial self-regulated KR (n2=21). Immediate retention tests and delayed retention tests of balancing performance were administered in 15 minutes and 24 hours following acquisition period, respectively. Results: In both groups, significant improvements of balancing performances scores were observed during the acquisition period. Regardless of the group, mean of balancing performance scores on retention tests were well-maintained from the final session. There were no significant differences between groups in balancing performance scores during the acquisition period (p>.05); however, the post-trial self-regulated KR group exhibited significantly higher balancing performance scores in both the immediate retention test and delayed retention test than that of the pre-trial self-regulated KR group (p<.05). Conclusion: Therefore, subjects who regulated their feedback after a dynamic balancing task, during the acquisition period, experienced more efficient motor learning during the retention period than did subjects who regulated their feedback before a dynamic balancing task. Accordingly, in case of presenting the KR of motor learning in clinical settings to elders who reduced dynamic balance abilities, the requesting time of KR is imperative according to self-estimation processes as well as types of KR and practice.

The role of oral corrective feedback (CF) in second language (L2) learning has been extensively investigated. However, little attention has been given to the relationship between different types of CF and explicit/implicit L2 knowledge. For this reason, the present study explored the effects of recasts and metalinguistic feedback on the development of explicit and implicit knowledge of the English articles. Sixty-three university students enrolled in intermediate Communication English classes participated, and they were assigned into a metalinguistic group, a recast group, and a control group. While the students engaged in meaning-based activities (i.e., retelling stories), the feedback groups received respective CF on the errors of English articles and the control group did not receive any feedback. Untimed grammatical judgement tests were employed to measure the students’ improvement of explicit knowledge and elicitation oral imitation tests were used to examine their gains of implicit knowledge. The study found that both recasts and metalinguistic feedback equally facilitated the development of explicit knowledge over time. However, they were not as effective as in the improvement of implicit knowledge, showing a short-term effect on the development.

This study examined the effectiveness of integrated language instruction using dictogloss on vocabulary knowledge and retention. Forty EFL students from two classes of an elementary school participated in the study. The integrated language class and segregated language class were examined by looking into the effect of each instructional type on the vocabulary knowledge development and retention. A total of 10 target words were selected from a storybook related to their textbook. Four types of vocabulary knowledge were measured: passive recognition, passive recall, active recognition, and active recall. The pretest and posttest were performed to measure the vocabulary growth. The retention rate of each instruction was examined by conducting a delayed posttest on the same words after two weeks. The results of this study indicate that integrated language instruction using dictogloss works better in vocabulary retention. They also suggest that further classroom research is required to prove that dictogloss is an effective way for vocabulary learning.

In conversation analysis (CA), wh‐questions are treated as invoking a claim that questioners have no knowledge about the information being solicited. This paper examines a particular form of wh‐questions that indexes an epistemic claim incongruent with such a claim of no knowledge. In particular, it examines wh‐questions that are marked with a committal suffix in Korean conversation, in which the committal suffix indicates that the speaker should have the information at hand. Using the method of CA, this paper shows that these wh‐questions indexing incongruent knowledge claims are used in contexts in which questioners know or should know about the information being solicited. First, they are commonly used to seek a particular piece of information questioners already know about, or should already know about, by reference to prior talk or shared knowledge with recipients. Second, wh‐questions marked with committal endings can be used as word searches. In these cases, they do not seek the other partyʹs active participation in finding solutions to the missing word(s) and thus are self‐directed. The analysis will suggest that wh‐questions with committal endings can serve to avoid a potential trouble or accountability in interaction.

기술이 발달하고 기업환경이 급변하면서 중소기업의 기술혁신활동에 있어 지식서비스를 효과적으로 활용하는 것에 대한 사회적 요구가 급증하고 있다. 현재 지식서비스 의 형태로 중소기업에 제공되고 있는 서비스의 경우 창업지원, 연구개발 기획, 연구개발 수행, 기타 지원서비스에 이르기까지 중소기업 현장에서 일어나고 있는 기업 활동의 다양한 활동을 광범위하게 포함하고 있다. 이러한 지식서비스의 제공 현황과 범위는 지식서비스를 지원하는 기관의 특성에 따라 다소 차이를 보이고 있으나 대부분 핵심 서비스의 제공 측면에서는 유사한 성향을 보이며, 이는 각 지원기관의 특성에 따른 차별화가 부족하다는 것을 시사 하고 있다. 그러나 지식서비스 제공 기관이 기관 특성 및 역량에 맞는 효과적 서비스를 제공 하기 위해서는 핵심 지식서비스를 발굴하고 이를 중점적으로 제공하는 것이 필수적으로 요구된다. 따라서 본 연구에서는 다양한 중소기업 정책 및 지원사업을 제공하고 있는 KISTI 중소기업지식본부를 대상으로, 중소기업에 제공되어야 할 가장 적합한 지식서비스를 탐색하고, 핵심 지식서비스를 도출하며, 도출된 핵심 지식서비스에 대한 구체적인 서비스 모델을 제안하고자 한다.

The present paper discusses the interrelationship among knowledge creation, heterogeneity, and open service innovation – an important theme of marketing research. Drawing on the literature of knowledge based innovation, we argue that both researchers and practitioners should extend the functionality of created knowledge into open and service-oriented innovation context. Our conceptual framework represent the following major points. First, the four classic knowledge creation mode each has different influences on open service innovation, given employee and customer knowledge is a cornerstone of service innovation. Specifically, socialization positively, externalization positively, combination positively, and internalization negatively predicts open service innovation. Second, knowledge heterogeneity moderates in the above mentioned relationships. Implication are discussed

Lack of knowledge is reported to be the main reason that consumers do not buy products with ethical certifications. More than half (59%) of respondents from a study indicated that they had never considered buying such products due to insufficient knowledge about them (Demeritt, 2002). The purpose of this research is to provide a clear overview about the influence of product knowledge on consumer behavior and to develop a typology of fair-trade consumers. An online questionnaire in which respondents self-report their responses was developed to measure the constructs used for the study: self-perceived knowledge, purchase experience, demographic data (age, gender, education level, and income), psychographic data (attitudes and moral norms), and behavioristic data (purchase intentions of fair-trade apparel and willingness to pay more for fair-trade apparel). Data were collected using a web-based survey with 250 U.S. residents. Two-step cluster analysis was used to classify respondents into sub-groups based on their level of self-perceived knowledge and previous purchase experience of fair-trade apparel. In addition, ANOVA was used to test the predictive validity of the cluster solution. A three cluster solution was suggested by the results: 1) Less familiar and less experienced: This group was the largest among the three clusters (40.4%). It mostly consist of people with low level of self-perceived knowledge and low purchase experience related to fair-trade apparel. 2) More familiar and more experienced: This group consists of 30.8% of the sample and has moderate level of self-perceived knowledge and several experience related to fair-trade apparel. 3) More familiar but less experienced: This group was the smallest among the three clusters (28.8%). People from this group feel fairly knowledgeable about fair-trade apparel but have low experience with purchasing the product. Regarding demographic data, ANOVA results showed that there were significant differences in consumers’ income level (F=5.77, p=.004) across groups. Tukey’s HSD post hoc test indicated that the more familiar and more experienced group had higher income levels than the other two groups. Examining psychographic data showed that attitudes toward fair-trade products (F=7.42 p=.001) and moral norms (F=11.66 p<.001) significantly varied across groups. More familiar and more experienced group had more positive attitudes and higher level of moral norms than the less familiar and less experienced group. In terms of behavioristic data, groups differed significantly in both purchase intentions (F=18.16 p<.001) and willingness to pay more (F=5.02 p=.007) for fair-trade apparel. That is, more familiar and more experienced group was willing to pay significantly more and had higher purchase intentions for fair-trade apparel than the less familiar and less experienced group.

This conceptual paper is motivated by personal industry experience from over 100 customer-purchasing decisions from the machine tooling industry. The insights suggest that the customer’s ability to pay (ATP) constitutes a key deal-breaker criterion for value-based decision making that up to date has been overlooked in research. Customers may be willing, but unable to pay for the offering with the highest perceived value, simply because they lack the financial resources. The traditional view on value-based marketing strategies proposes that firms must provide offerings that create value for their customers (premise 1: customer need perspective) and that the value created must be superior to competition (premise 2: competitor perspective) while generating profits (premise 3: firm’s perspective). Customers will estimate which offering provides superior value, and they will choose the offering that delivers the highest value. I introduce the customer’s ability to pay as an additional foundational premise suggesting that the firm’s offering must also be within the customer’s budget (premise 4: customer budget perspective). I propose that frontline employees must not only develop a high degree of customer need knowledge, but they must also build-up a high level of customer budget knowledge. I conclude by deriving operative and strategic management implications supported with empirical evidence from the Australian machine tooling industry.

Introduction An individual’s Persuasion Knowledge is his or her knowledge of the persuasive nature of messages (Freisted and Wright 1994). Most adults are assumed to have this knowledge that enables them to be sceptical of persuasive messages, and to incorporate this information in their decision-making about promoted products. Children are viewed as vulnerable to persuasive messages (Nelson 2016) because they have not developed the appropriate knowledge base to be sceptical of messages (Mallinckrodt and Mizerski 2007) and thus unable to discount the claims made by marketers. This lack of ability to be sceptical is argued to lead to “…the vulnerability of young audiences to the negative effects of advertising” (Nelson 2016, p. 169) like obesity, materialism, poor quality of life and higher rates of mortality. Because of the wide acceptance that young children are particularly vulnerable to persuasive messages, advertising targeting children has been banned in several countries and proposed for others (Mizerski et al. 2016; Wang 2016). Many studies about Persuasion Knowledge or Advertising Knowledge (communication research) have been published over the 40 plus years since Ward (1972) first discussed the concept. However, few studies have tested whether Persuasion Knowledge is an antecedent to children’s sceptical responses to persuasive messages. The 11 studies that have tested the link (see Mizerski et al. (2016) for a review) used a wide variety of single item or reflective measures (measures that reflect the construct). They provide inconsistent findings except that the child’s age is positively associated with acquiring knowledge about persuasive messages like advertising or playing advergames. For example, while most researchers assumed or argued a positive link between young children’s persuasion knowledge and their scepticism, Buijzen (2007) and Christenson (1982) failed to find this link. Robertson and Rossiter (1974) reported children’s understanding of persuasive intent (commercials persuade one to buy things) was positively related with young children’s scepticism, but assistive intent (commercials tell one about things) was negatively related. The inconsistent findings of children’s responses to commercial messages may be due to more than the lack of consistent measures. The use of reflective rather than formative measure of young children’s persuasion knowledge may be another reason for inconsistent findings. “Young” children are those under eight years old (Mizerski 1) shashaatperth@gmail.com et al. 2016), but a lack of sufficient persuasion knowledge has been found with children over 16 years old (Carter et al. 2011). Most recent studies have adopted the Freisted and Wright (1994) Persuasion Knowledge Model that is based on the information processing of an adult buyer. Adults tend to have obtained Persuasion Knowledge so their knowledge may be captured with measures that reflect the construct. Young children are in the process of obtaining Persuasion Knowledge. The ability to understand the source of the message and the persuasive intent of the source are often cited as antecedents to having Persuasion Knowledge. These constructs form over time and cause persuasion knowledge (Nelson 2016). Therefore, it should be a formative measure. Measuring social class is a classical formative measure because causal elements like where you live and your profession can’t be accurately calculated for children. Social class forms over time. The use of a reflective measure when a formative measure should be used leads to several problems (Diamantopoulos and Siguaw 2006; Diamantopoulos and Winklhofer 2001), particularly an increase in Type II errors-“false negatives” (MacKenzie, Podsakoff and Jarvis 2005). For example, this means ruling out a causal element of persuasion knowledge when it is causal. This paper will compare existing single item or multi-item reflective measures used with young children, with a formative measure of the Persuasive Knowledge construct. The best way to validate a construct is to test it with external variables empirically and theoretically linked to the construct, including both antecedents and consequences (Diamantopoulos and Winklhofer 2001). Three variables, theoretically and/or empirically linked with young children’s Persuasion Knowledge, are tested in a baseline model to assess the external validity of the construct. These variables are age (Ward 1972), responses toward persuasive marketing messages (such as scepticism) and affect toward the persuasive messages (Mizerski et al. 2016; Wang 2016). Therefore, it is expected that the goodness-of-fit measures for the model using the formative measure of young children’s Persuasion Knowledge will provide a better fit to the data than the reflective measures. To further test the formative nature of young children’s Persuasion Knowledge, two additional models are tested. Researchers are responsible to set the weights of indicators of a formative construct, so a formative model with expert knowledge weights is developed (Figure 1). The indicators or elements of a formative construct should be able to reveal different facets so another model with different facets is developed. Consistent findings of the two models and the proposed baseline model will further support the formative nature of this construct. Apart from content validity and external validity, we also test the measures of the construct with another data set (Mallinckrodt and Mizerski 2007) to test the models’ generalisability. The Mallinckrodt and Mizerski study used children from a different cultural background (Australian vs. Chinese young children), but have similar ages and measures of Persuasion Knowledge and external variables. Further confirmation of the structure of the measurement model is provided if the same relationships are found with the second data set. Methodology Sample The population to be sampled are young Chinese children. China was selected because it has the largest population of young children, is the largest market for toys and a children’s toy is the stimulus product in the experimental study. The sample frame is day care schools in a Northern Chinese city of approximately eight million people. Procedure This is an experiment-based study with a control group. After individual exposure to a toy TV advertisement for a “magic ruler” that can be made into many different shapes with a Dinosaur shape shown in the ad, participants were each asked to answer questions. Cartoon pictures of the question options accompanied by verbal statements were used to reduce the possibility of misunderstanding young children’s responses on Persuasion Knowledge related questions. To reduce any effects of young children choosing the first option they see, pictures or options were shown in a random order. Children were told that there is no right or wrong answer, and they could withdraw at any point. Measures Persuasion knowledge was measured three ways; including a single-item measure, a summated-items measure, and a formative measure. Through an analysis and coding of 20 studies that tested the effect of young children’s persuasion knowledge (Mizerski et al. 2016), six items were found to measure the Persuasion Knowledge construct. The single-item measure used is the children’s understanding of the advertisers’ intention to make them ask their parents to buy (parent-buying intent). This was treated as the most important aspect of persuasion knowledge by several researchers (Carter et al. 2011; Mallinckrodt and Mizerski 2007). A summated-items measure included six items, frequently used in prior scholarly work. The formative measurement model was built using the same six items but by changing the direction of influence, with the causal flow from measures to the construct. Other variables include the children’s scepticism, their belief of false claims made in the ad and affect toward the toy TV advertisement (see Figure). After a CFA analysis with five questions, the scepticism factor score was derived as a standardised measure that followed a normal distribution. Scepticism ranged from -0.59 to 1.35, with an average of 0.07 and SD of 0.68. Belief of false claims (named as “false beliefs”) shown in the TV advertisement indicated that most children did not believe the two false claims included in the ad (84% and 69% respectively). Affect towards the toy TV ad was measured using one question: “Do you like this video?” to which most children (88%) indicated yes. Results, Discussion And Implication Fifty-four different patterns or combinations of the six persuasion knowledge items were found. This pattern show substantial heterogeneity in children’s Persuasion Knowledge, and further illustrates that young children are accumulating or forming their Persuasion Knowledge (Friestad and Wright 1994). In addition, these items have low correlations to one another that are typical of a formative measure. These findings of variability of knowledge levels and weak association between them indicate the potential multiple-dimension, formative nature of the construct of persuasion knowledge for young children. This may apply specifically to young children who are at the stage of increasing their learning abilities and developing or forming their knowledge. No relationship was found in the structural models using the reflective single-item measure and summated-items measure of persuasion knowledge, and the models showed a poor fit. However, relationships were found in the structural model that applied the formative measure of persuasion knowledge, with good model fit (see Table 1). Because a formative measure is supported, we tested the formative nature of Persuasion Knowledge on a previous study’s data (Mallinckrodt and Mizerski 2007). A formative model using that study’s data showed the same relationships between Persuasion Knowledge and its external variables. This consistency supports a formative measure of young children’s persuasion knowledge. Any review of future or past research should note the possible impact of using reflective measures of young children’s Persuasive Knowledge. To generalise the findings more research needs to be done for different product categories and age groups. More product categories, such as food and movies, and age groups could be taken into consideration. While few studies have tested the association of young children’s Persuasion Knowledge to scepticism toward the message, even fewer have tested the link of scepticism to young children’s responses to the advertised product (e.g. like, prefer, choose). Most of these studies do not find a link. If having Persuasion Knowledge doesn’t influence a young child’s desire for the brand, why teach it (e.g. Nelson 2016) or ban advertising because the children don’t have Persuasion Knowledge? Perhaps using a formative measure the link will be found.

This paper presents how Digital Knowledge Ecosystem such as “Govi Nena” (translates as agriculture intelligence) can be used to provide a more effective and practical solution to eliminate the inefficiencies in agricultural markets and achieve higher productivity and price stability. In order to establish the framework to analyze the system, this paper uses a set of hypothetical scenarios faced by value chain actors based on a review of the literature, established knowledge and recent developing country experiences. The scenario analysis reveals that “Govi Nena” enables farmers to make effective production decisions, deepens the level of value chain integration, and enhances the level of welfare for the society as a whole.

The present study investigated which facets of perceived self-efficacy (PSE) in L2 reading are significantly related to L2 reading proficiency (L2RP), which type of linguistic knowledge feeds into PSE, and how they are related to L2RP when considered together. Participants (n = 95) were college students from two universities in Seoul. Four subcomponents of PSE were identified for investigation: text-based PSE, general PSE, PSE in linguistic knowledge, and PSE in authentic reading. The result of stepwise multiple regression analysis showed that the general PSE whose items reflect dimensions of social comparative influences and perceived controllability over environments was the only significant predictor of L2RP (R2 = 17.7%). For the relationships between linguistic knowledge and PSE, vocabulary knowledge (VK) was shown to be the only significant predictor of PSE when considered together with grammar knowledge (GK) and L2RP (R2 = 22.9%), while VK and GK were significant predictors of L2RP (R2 = 69.4%). PSE was not found to make an independent contribution to L2RP when considered with linguistic knowledge.

Information and communication technologies (ICTs) have always mattered in agriculture too. In day-to-day practices of agriculture and allied sectors, the farmers often share their information. Changing weather patterns, soil conditions, pests and diseases always throw challenges to small and marginal farmers. So, the farmer needs up-dated information to cope with and even benefit from these changes. In the developing countries like India, where agriculture still plays a crucial role (over 58% of the rural households depend on agriculture as their livelihood) and the rising population from 1027 million to 1419 million during 2001-16 (a total rise of 38 percent or 1.3 percent per year) pose a lot of pressure on land and other resources to meet the food security needs on one hand and to meet the challenges of globalization on the other. Understanding and addressing these challenges are very crucial, in which ICT can play a major role. With the booming mobile, wireless, and Internet industries, ICT has found a foothold even in poor marginal and smallholder farms and in their activities. The survey conducted among the 120 farmers in Srikakulam district in India revealed that, ICT has revolutionized the agriculture in the modern days. Production and marketing information is accessed by 91% of the sample farmers through mobile in 2015, where it was only 5% in 2005. The extent of use of mobile phones by the farmers varied with the decision to be taken by them like Harvesting, packing, and storing (94%), Selling Decision (91%), Seed purchase (89%), Application of fertilizers and pesticides (88%) and Land preparation and planting (84%), other package of practices (77%). The farmers further opined that, ‘Voice’ was the dominating source of communication (96%) compared to Short Message Service (SMS) (only 27%) and Internet access (10%), as majority are illiterate. The use of camera (71%), Bluetooth (33%), Radio (61%) TV (41%) are the other means of sharing the information. In this context of importance of ICTs in Indian agriculture, greater attention justifies about the applications of ICT’s to alleviate poverty and promote economic growth of the farming population.

The purpose of this study was to investigate the nutrition knowledge, perception, and intake frequency of milk and milk products among middle school students as well as provide the basic data needed for increasing milk and milk product consumption. To achieve the purpose of this study, a survey with 385 students of four middle schools located in Chuncheon was conducted. The level of nutrition knowledge of milk and milk products in females was slightly higher than that in males (p<0.01). Flavored milk and ice cream were preferred the most in each category, and ‘taste’ influenced the selection of milk and milk products the most. The intake frequency of whole milk was the highest, and that of flavored milk was lowest among various milks. Ice cream showed the highest intake frequency while cheese showed the lowest among milk products. Male students showed higher intake frequency of milk and milk products. Groups having high level of nutrition knowledge showed the highest intake of whole milk, whereas groups having a low level of nutrition knowledge preferred processed milk, low fat or non-fat milk, and cheese the lowest.

본 연구는 조직사회화가 구성원들의 개인-조직 적합성과 지식공유에 미치는 영향을 분석하였다. 조직 사회화에 따라 구성원들은 조직 맥락을 다르게 인식하고 이는 구성원들의 태도와 행동의 차이를 유발할 것이다. 그리고 본 연구는 조직수준의 조직사회화와 개인수준의 지식공유 사이에서 개인수준의 개인-조 직 적합성의 매개효과를 분석하였다. 조직사회화는 주로 개인수준에서 연구가 진행되었고 조직수준에서 진행된 연구는 드문 편이다. 53개 조직에 속한 260명의 관리자로부터 자료를 얻어 조직사회화 변수를 측정하였다. 조직당 관리자의 수는 평균 4.9명이었다. 또한 53개 조직 404명의 직원으로부터는 개인-조직 적합성과 지식공유를 측정하 였다. HLM 7.01을 사용하여 분석한 결과 조직사회화는 개인-조직 적합성에 정의영향을 미쳤다. 그리고 개인-조직 적합성이 조직사회화와 지식공유 사이에서 완전 매개효과가 있음을 확인하였다. 본 연구는 조 직사회화와 개인-조직 적합성, 지식공유 사이의 교차수준 분석을 통해 이들 개념 사이의 관계에 대한 이 해를 높일 수 있었다.

Purpose: This study was to identify the effect of siimulation-based educational for delivery nursing program on knowledge, problem solving process and confidence in nursing students. Methods: This study was one group pre-post test design, participants are 51 nursing student. This simulation-based education for delivery nursing program was applied to the subjects from 31th, August to 25th, September, 2015. The program consist of a scenario in which each of the situations presented from first stage of labor to the fourth stage of labor. Data were analyzed using SPSS WIN 19.0 program. Result: There was a significant difference on delivery nursing knowledge, problem solving process and confidence. Conclusion: Therefore, the educational program of labor simulation was effective on improving knowledge, problem solving process and self-confidence among nursing students.