• Korean Journal of Cognitive Science
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• v.15 no.4
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• pp.31-47
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• 2004

This study was carried out to examine the development of physical knowledge in children. Eighty children aged 3- to 11-year-old and 16 adults were participated in this study. Participants' knowledge about failing, sliding and sinking/floating objects was investigated to understand what kind of knowledge they had, whether their knowledge was organized as theory and what was the nature of the developmental change in physical knowledge. Results showed that, for falling object task children of all age had correct knowledge about object's falling phenomena. However, there were age differences in children's understanding of the cause of object's falling. As the children's age decreased, the frequency of explanation referring to the absence of supper rather than the gravity as the cause of falling phenomena increased. For the sliding object task, children of all age could predict the motion of sliding object correctly. But only a few 9- and 11-year-old children could understand the effect of object weight and relations between gravity, frictional force and their interactions. Children under age 7 showed no evidence of possessing these knowledge. For sinking or floating object task, children of all age and even adults showed difficulties in understanding the sinking or float phenomena per se. For the cause of these phenomena although a few 9- and 11-year-old children referred to buoyancy as the cause, they had no correct knowledge about the buoyancy. This was also true for the adults. As a conclusion, the results of this study suggested that, not 3, but as young as 5-year-old children's physical knowledge exited as a form of naive theory in terms of their use as a causal devise in explaining the cause of object motion. However, even the theory of 9- and 11-year-old children was lack of the abstractness and coherence, which were also important characteristics of a theory. Finally, developmental change in physical knowledge proceeded toward more frequent and consistent use of physical knowledge as causal device and more abstract and coherently organized theory.

• Journal of International Academy of Physical Therapy Research
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• v.3 no.1
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• pp.397-405
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• 2012

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.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.9
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• pp.3-8
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• 2018

In the social information facilities with physical stacks, it is critical to arrange categories of knowledge since there should be conventional methods by which users and visitors can browse index of all sorts of media relating to their topics. The classical index system of knowledge has been developed with primitive libraries and museums and therefore the system can be addressed by analyzing typical cases of precedents. As the forth industrial revolution has emerged, there will be quite innovative approach to provide information to the public as well as the private. The coalition between knowledge and space has always been considered as essential characteristics that remind scholars of hierarchical layout of knowledge resources such as maps, books, documents and diverse specimens. This research assumes that the spatial layout of knowledge can be classified in terms of physical attributes, symbolic entities, and information media and it defines what coalition between knowledge and space is creative in order to enacting interactive dialogue among information navigators. The spaces in between the knowledges function as trasition areas where the index system informs and stimulates, where the interface between the different knowledges is optimized and therefore the library as the public facilities no longer dedicated to the text, but as an information space in which all sorts of media are distributed equally.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.15-32
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• 2008

The logical and mathematical thinking of 1- to 3-year-olds was studied by age groups at 6 month intervals; logical-mathematical thinking was examined by the two physical knowledge activities of cylinder rolling and making a slope. Results showed that in their early 1st year infants failed in both tasks. Infants in their late 2nd year showed understanding of 'rolling things' and 'non-rolling things' by comparing cylinders and cubes in the cylinder rolling activity and they showed 'spatial inference' by adjusting the position and direction of the cylinder so that the cylinder could roll properly and by adjusting the board on a block in the slope making activity. Three-year-old children rolled a cylinder and made a slope without difficulty.

• Knowledge Management Research
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• v.7 no.2
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• pp.53-68
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• 2006

Knowledge has become an important resource for organization. The manufacturing industry is usually operated on the basis of business processes, and most workers are familiar with their own processes. The process-based approach, therefore, can provide an efficient way to capture and navigate knowledge. In this study, we focus on knowledge which may be missed during knowledge transfer among workers. For this, we propose a method for analyzing knowledge flow, which is passed among business processes. We propose a process-based knowledge management framework for analyzing knowledge flow, which employs a two-phase analysis: process analysis and knowledge flow analysis. A knowledge flow model, represented by Knowledge Flow Diagram, is proposed as a tool for representing knowledge. We formulate several semantics for knowledge flow modeling. We build the three-level schema: conceptual, logical, and physical in order to automate the knowledge model adaptive to knowledge management systems. The proposed approach is verified and illustrated through a case study on the manufacturing process of A Company.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.3
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• pp.436-450
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• 2009

The purpose of this study is to analyze scope and sequence of undergraduate curricula in the department of physical education. For this purpose, this paper has used the types of undergraduate subjects, which are based on analysis tools on the scope and the sequence of the Department of Education major curriculum by Kim and Lee(2005). The major results of this study were as follows. First, the proportion of major content knowledge is far more pedagogical content knowledge. Second, the scope of Physical Education major curriculum is too much stressed on 'the subjects of major content' and on 'the subjects of specific area' than 'the subjects of major skills' and 'comprehensive problem solving'. Third, the Physical Education major curriculum has shown the specific sequence; introduction/foundation courses and theory courses, application courses orderly. Whileas, application course and synthesis course are slim to none.

• Culinary science and hospitality research
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• v.10 no.4
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• pp.31-49
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• 2004

Nowadays, a knowledge management becomes more important as it recognizes and utilizes a industrial knowledge as a significant sources for the improvement of enterprise competitiveness. Moreover, a industrial value tends to be evaluated by a knowledge value. In this study, influencing factors (processes, compensation system, leadership and information technology) on the knowledge sharing for strategies in foodservice Enterprise were investigated. For processes, it was important that the sharing and collecting factors for restaurants in hotel, the knowledge sharing and collecting for family-restaurants, the knowledge utilization and collecting for fast-food restaurants and the knowledge utilization and sharing for special restaurants. In compensation system, both mental and physical compensation were not related with the knowledge sharing in hotel-restaurants. On the other hands, the knowledge sharing in family-restaurants, fast-food restaurants and special restaurants was highly affected by the mental compensation, which indicated that food-service. Enterprise should lay emphasis on mental compensation than physical compensation. In industrial cultures, the influencing factors on the knowledge sharing were rational culture and progressive culture for restaurants in hotel and fast-food restaurants, and for special restaurants and family- restaurants, respectively. The ordering leadership was important factor for restaurants in hotel, fast-food restaurants and family-restaurants, while the knowledge sharing in special restaurants was more influenced by the supporting leadership. For information technology, it was important that the information utilization for restaurants in hotel, special restaurants and fast-food restaurants, and both information utilization and ability for family-restaurants.

• Culinary science and hospitality research
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• v.19 no.4
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• pp.136-146
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• 2013

The trend of increasing consumption of less nutritious foods makes the college years a critical period to enlighten young adults regarding healthy living, nutrition knowledge, and physical activity. This current study aims (a) to examine the influence of confidence in nutrition knowledge on college students' health-related behavioral intentions, and (b) to investigate the moderating effect of gender on relationship between confidence in nutrition knowledge and college students' health-related behavioral intentions. The results provide empirical evidence of college students' health behaviors showing that confidence in nutrition knowledge leads to an increase in behavioral intention to eat healthy food and to involve in physical activities. Also, the greater influence of confidence in nutrition knowledge on behavioral intention to eat healthy food is found among females students than male students. This study contributes to university foodservice literature and operators by providing useful information.

• The Journal of the Korea Contents Association
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• v.10 no.11
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• pp.1-9
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• 2010

In comparison with the acquirement of knowledge by expression of symbol or numerical formula, the experience based knowledge acquirement give stable and clear understanding of information to a learner. Various educational systems based on computer such as virtual reality, intelligent learning system, visualization of concept, simulation-based system, and microworld have so far been developed. In this paper, a method of two dimensional visualization of a physical law by simulation has been suggested to educate a learner. Especially, learning the law of gravity by simulation based educational method gives a learner indirect experience that enhance the efficiency of knowledge acquirement clearly. The visualization methods of a real-time physical law and a virtual anomalies' physical law by simulation are proposed in this paper to deliver information or knowledge clearly. Then we show that a learner can acquire some knowledge effectively by the proposed method.

• Journal of the Korean Society of Physical Medicine
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• v.4 no.2
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• pp.93-100
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• 2009

Purpose：The purpose of this study was to examine the effects of self-controlled knowledge of result (KR) versus the yoked KR on learning of knee joint proprioception. Methods：Forty volunteer subjects (20 men and 20 women) were randomly assigned to each four groups: 1) self-controlled KR in open kinematic chain, 2) yoked KR in open kinematic chain, 3) self controlled KR in close kinematic chain, and 4) yoked KR in close kinematic chain. The difference between the angle of position and reproduction angle was determined as a proprioception error and measured using an angle reproduction test. The subjects in self-controlled groups were provided with feedback whenever they requested it, whereas the subjects in yoked groups were not provided with feedback. The data were analyzed using a one-way ANOVA. Results：The proprioception errors in close kinematic chain groups decreased significantly compared with those in close kinematic chain groups(p<.05). The proprioception errors in the self-controlled group decreased significantly compared with those in yoked groups during acquisition and retention test(p<.05). Conclusion：Self-controlled knowledge of result during open kinematic chain movement is considered to be a good method on motor learning.