• Journal of Korean Academy of Fundamentals of Nursing
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• v.10 no.3
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• pp.415-426
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• 2003

Purpose: This study was done to develop standards for educational equipment in fundamental nursing practice courses in BSN programs. Method: The participants in this study were 30 professors who taught fundamental nursing in colleges or departments of nursing. The data were gathered between December 2002 and May 2003 using a questionnaire on the present state of fundamental nursing practice and the educational equipment list for fundamental nursing practice. Result: There was variety in the content of the courses of fundamental nursing practice in BSN programs, and the environment for fundamental nursing practice was in diverse setting. A standard for educational equipment was developed consisting of 93 pieces of equipment for fundamental nursing practice. Conclusion: The standard for educational equipment for fundamental nursing practice in BSN programs provides the basics for fundamental nursing practice. Of these 72 were selected and the authors suggests establishing an educational committee of fundamental nursing practice and holding a workshop on educational equipment for fundamental nursing practice in BSN programs every 5 years.

• Journal of Korean Academy of Nursing
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• v.28 no.3
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• pp.650-661
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• 1998

The purpose of this study was to provide fundamental data for determining contents of Fundamental Nursing Practice and developing desirable bedside nursing techniques for clinical nursing areas. Subjects for this study were 86 nurses who were employees of two university hospitals located in Seoul and a district area. Data were collected by questionnaires. Items of Fundamental Nursing Practice were classified into 72 items according to the result from content analysis of 9 textbooks of Fundamental Nursing. The results are as follows : 1) Items which above 80% of respondents practiced during the school inside practice or clinical nursing practice course were axillary temperature measurement, radial pulse measurement, respiratory rate measurement, application of oral hygiene, hand-washing technique, application of hot and cold bags, intramuscular injection technique, open bed-making, soap enema method, application of nelaton catheterization and oral and nasal suction methods. 2) Above 90% of respondents replied that all items except temperature measurement and bed-making were requisite contents for Fundamental Nursing Practice. Above 10% of respondents replied oral and rectal temperature measurement and bed-making were unnecessary content. 3) Above 90% of respondents replied that operating methods of all items except isolation technique, admission and discharge procedures, and retention enema in the Fundamental Nursing Practice course and clinical situation were consistent. The main reasons that respondents did not apply methods which they learned in the Fundamental Nursing Practice course to the clinical situation were 'insufficient time', 'colleagues were using different methods', 'insufficient supply of instuments' or 'inappropriate appliances'.

• Journal of Korean Academy of Nursing
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• v.30 no.3
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• pp.682-693
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• 2000

The study was designed to identify the attitude of nursing students to fundamental nursing practice through Q-methodology. A Q sample was developed through a review of the literature and interviews. Forty statements made up the finalized Q-sample. The P sample consisted of 25 nursing students in S College. Q statements were written on separate cards and were given to the 25 subjects to sort according to degree of agreement or disagreement. The Q-sort by each subject was coded and analyzed with QUANL PC Program. The analysis discovered three major attitudes, namely "type 1: passive demand", "type 2: active self-confidence", "type 3: practical application". The correlation was .213 between type 1 and 2, .409 between type 1 and 3, .379 between t ype 2 and 3. The results revealed three different types of fundamental nursing practice attitude; 1) Passive demand type: they were not satisfied with fundamental nursing practice time, the number of persons, practice machines. They presented anxiety and worry through fundamental nursing practice. Therefore, they will presenta passive attitude of clinical practice experience. 2) Active self-confidence type: they experienced pride as a nursing student and fascination as a nurse was an acquired recognition. 3) Practical application type: they practiced that fundamental nursing skill was applied their family and oneself. Therefore they had tension through initial fundamental nursing practice but they gained self-confidence and interest through practical study. In conclusion, the researchers suggest that the education program would be more effective if it was planned considering to each types of attitude of nursing students for fundamental nursing practicer fundamental nursing practice

• MALSORI
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• no.52
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• pp.49-60
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• 2004

The purpose of this paper was to evaluate the effect of hearing level on fundamental frequencies in children. Participants totaled sixty children divided by three groups: congenitally deafened children with cochlear implantation(CI), congenitally deafened children with hearing aids(HA), and children with normal hearing(NH). Fundamental frequencies were measured during the sustained phonation of a vowel /a/. There was statistically significant difference of fundamental frequencies across the groups(p<.01). In post hoc analysis, HA and NH group showed statistically significant difference, but CI group didn't showed significant differences with two groups. In correlation analysis between F0 and the chronological age, there were significant negative tendencies in CI and NH group, but not in HA group. The characteristics of fundamental frequency in CI group were found similar to NH group than HA group in this study. Therefore the results of this study suggest that the hearing level is one of the influencing factors to the fundamental frequency of children.

• Steel and Composite Structures
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• v.6 no.6
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• pp.513-529
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• 2006

This paper deals with the dynamic behaviour of cold-formed steel hollow frames with different connection stiffnesses. An analytical model of a semi-rigid frame was developed to study the influence of connection stiffnesses on the fundamental frequency and dynamic response of the frames. The flexibilities of the connections are modeled by rotational springs. Neglect of semi-rigidity leads to an artificial stiffening of frames resulting in shorter fundamental period, which in turn results in a significant error in the evaluation of dynamic loads. In the seismic design of structures, of all the principal modes, the fundamental mode of translational vibration is the most critical. Hence, experiments were conducted to study the influence of the connection stiffnesses on the fundamental mode of translational vibration of the steel hollow frames. From the experimental study it was found that the fundamental frequency of the frames lie in the semi-rigid region. From the theoretical investigation it was found that the flexibly connected frames subjected to lateral loads exhibit larger deflection as compared to rigidly connected frames.

• Speech Sciences
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• v.15 no.2
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• pp.169-176
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• 2008

This study was intended to analyze difference of vocal folds movements between upon wakeup and in several hours later in the morning. The difference of vocal fold movements was compared with fundamental frequency and a range of fundamental frequencies from maximum to minimum. The participants were 30 female adults between 20 and 29 years old. Voice samples were collected from their reading sentence (Jeong, 1993). The first sampling was conducted within 5 minutes after wakeup, while the second on 1 hour after the first sampling. Finally, the third voice sample was collected on 6 hours after the second sampling. The results of this study were as follows: First, fundamental frequency of the participants were by hour significantly time-dependent(F=7.843). Post-hoc multiple comparison (LSD) was conducted to determine when the difference could be observed. The result showed significant differences between upon wakeup and 6 hours later (p< .001) and between 1 hour later and 6 hours later (p< .05). Second, there were a significantly time-dependent ranges of fundamental frequencies of participants by hour (F=3.130). According to the results of the LSD analysis the significant differences in range of fundamental frequencies were found between upon wakeup and 1 hour later and also between wakeup and 6 hours later (p< .05). The results above indicate that vocal fold movements upon wakeup is different from those of several hours later.

• Bulletin of the Korean Mathematical Society
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• v.52 no.5
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• pp.1569-1578
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• 2015

We study helicoidal surfaces with the non-degenerate third fundamental form in Minkowski 3-space. In particular, we mainly focus on the study of helicoidal surfaces with light-like axis in Minkowski 3-space. As a result, we classify helicoidal surfaces satisfying an equation in terms of the position vector field and the Laplace operator with respect to the third fundamental form on the surface.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.97-104
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• 2006

The purpose of this study is to extract some suggestions in developing the elementary students' abilities to solve the fundamental mathematical problems by analyzing the degree of the correlation between the fundamental mathematical capability and the reading capability of the elementary 3th graders. In order to achieve this goal, this article analyzed the correlation between the fundamental mathematical capability and the reading capability on the basis of the studying result about the diagnostic evaluation conducted on 20,556 elementary 3th graders by the KICE as a national level basic scholastic achievement evaluation. The coefficient of correlation between the fundamental mathematical capability and the reading capability was .621. As such, it shows that the reading capability plays an important role in solving the fundamental mathematical problems. Particularly, the coefficient of correlation between the corollary arguments and the problem solving ability and the reading capability was the highest among the sub-capabilities of fundamental mathematical capability. In addition, judging from the result that the coefficient of correlation between the practical understanding capability and the solving capability of the fundamental mathematical problems was .528, it informs that the practical understanding capability takes an' important part in developing the fundamental mathematical capability of the elementary students. The results of this study support the hypothesis that the understanding capability plays the very important role in solving the fundamental mathematical problems. In particular, the results suggest that it is necessary that the pupils should be simultaneously supported not only by the capability of the mathematical basis, but also by the reading capability, especially the practical understanding capability about the problems, in order to develop the capability to solve the fundamental mathematical problems.

• Journal of Korean Library and Information Science Society
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• v.50 no.1
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• pp.273-291
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• 2019

This study aims to extend fundamental categories from Clause 11, "facet analysis" in International Standards for thesaurus(ISO 25964-1) by analyzing fundamental categories of Clause 11 and concept and their scope in a thesaurus of Clause 5. For to do this, the fundamental categories were established by adjusting partially and adding mental entities explicitly referencing the highest concepts(YAMATO which is the upper ontology of Mizoguchi, and ISO 2788) and existing fundamental categories(PMEST, FRBR group 3 entities, 13 categories in CRG). Also, established fundamental categories were reorganized and structured based on concreteness/abstraction of PMEST in Ranganathan and independence/dependence of YAMATO in Mizoguchi. And the upper categories were divided into independent and dependent entities. Under these entities 28 criteria are included in the independent ones and 2 criteria in the dependent ones. In the further study, the result of this study can be expected to reuse and refer as controlled vocabulary in the field like classification, taxonomies and thesauri where expected to utilize fundamental categories and as the high-level concept when constructing an ontology for information retrieval.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.217-228
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• 1999

The fundamental theorem of calculus is the most 'fundamental' content in teaching calculus. Since the aim of teaching the theorem goes beyond simple application of it, it is difficult to teach it meaningfully. Hence, for the meaningful teaching of the fundamental theorem of calculus, this article seeks to find the educational implication of the fundamental theorem of calculus through reviewing the genetic history of it. A genetic history of the fundamental theorem of calculus can be divided into the following five phases: 1. The deductive discovery of the fundamental theorem of calculus 2. Galileo's Law of falling body and the idea of the fundamental theorem of calculus 3. The discovery of the fundamental theorem of calculus and Barrow's proof 4. Newton's mensuration 5. the development of calculus in 19th century and the fundamental theorem of calculus The developmental phases of the fundamental theorem of calculus discussed above provides the three educational implications. first, we can rediscover this theorem through deductive methods and get the ideas of it in relation to kinetic problems. Second, the developmental phases of the fundamental theorem of calculus shows that the value of this theorem lies in the harmony of its theoretical beauty and practicality. Third, Newton's dynamic image of this theorem can be a typical way of understanding the theorem. We have different aims of teaching the fundamental theorem of calculus, according to which the teaching methods can be adopted. But it is self-evident that the simple application of the theorem is just a part of teaching the fundamental theorem of calculus. Hence we must try to put the educational implications reviewed above into practice.