• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.171-185
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• 2004

Students are exposed to a concept of tangent from a specific context of the relation between a circle and straight lines at the 7th grade. This initial experience might cause epistemological obstacles regarding learning concepts of tangent to additional curves. The paper provides a method of how to introduce a series of concepts of tangent in order to lead students to revise and improve the concept of tangent which they have. As students have chance to reflect and revise a series of concepts of tangent step by step, they realize the facts that the properties such as 'meeting the curve at one point' and 'touching but not cutting the curve' may be regarded as the proper definition of tangent in some limited contexts but are not essential in more general contexts. And finally students can grasp and appreciate that concept of tangent as the limit of secants and the relation between tangent and derivative.

• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.39-56
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• 2005

This paper provides an analysis of a survey on high achieving students' under-standing of continuity of function. The purposes of the survey in this paper were to identify high achieving students' concept images of continuity of function in the way of Tall & Vinner(1981). The students' individual written answers were collected and task-based, semi-structured individual interviews with 5 students were videotaped. Students were asked to explain their under-standing or reasoning about continuity of function. Five types of the concept images were identified in the analysis. Obvious discrepancy of results between this study and Tall & Vinner(1981)'s were pointed out. It is very likely that the differences in results drawn in both studies are results of the different orientations of the textbooks in terms of their degree of emphasis on the concept definition of continuity of function.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.383-394
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• 2008

We analyzed the description of diffusion phenomena in a 7th-grade textbook, and investigated teachers' understanding and teaching methods on diffusion concepts. The data were collected from textbook analysis and questionnaires from 46 science teachers and interviews with 5 teachers. Based on texts' analysis by definition, example, and representation of the diffusion, we found that most of the representations were macroscopically explained by observing the movement of ink in water and smelling the fragrance of perfume in the air. The analysis of questionnaire and interviews also revealed that the definition and the explanation of the diffusion were too abstract for teachers to understand and teach the concept without further information about the microscopic concept of collision of the matter with the medium. Such examples and models lead science teachers to form indistinctive concepts such as dissolution, effusion, and evaporation. Furthermore, the analytical data showed that teachers' understanding of the diffusion concept has been heavily dependent upon the textbook and the level of the understanding was very similar with that of textual description.

• 한국정보디스플레이학회:학술대회논문집
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• 2004.08a
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• pp.23-25
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• 2004

Present status of picture quality and the future target status for FPD TV's are shown based on the evaluated result of FPD TVs and CRT TVs. FPD TV will be required to be design under ergonomics concept and to be revised some of the definition for to enrage the market.

• Communications of the Korean Mathematical Society
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• v.10 no.1
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• pp.187-194
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• 1995

We are to present some properties of binary relations by means of categorical method. The concept of semi-topogenous structures is due to Cs$\acute{a}$sz$\acute{a}$r. Using this, we give a new definition of a $\sigma$-topogenous structure as a particular type of semi-topogenous structure.

• Communications of the Korean Mathematical Society
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• v.38 no.2
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• pp.561-573
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• 2023

In this paper, we extend the medial triangle theorem and Varignon's theorem to generic two-dimensional polygons and highlight the role played by diagonals in this process. One of the results is a synthetic definition of the concept of median for an n-sided polygon.

• Women's Health Nursing
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• v.22 no.2
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• pp.86-95
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• 2016

Purpose: The aim of this study was to conduct a concept analysis of cultural nursing competence. Methods: Cultural nursing competence was analyzed using Rodgers' evolutionary concept development method. A literature search using the keywords "cultural nursing competence", "intercultural nursing competence", "cultural nursing", "cultural health nursing", and "cultural competence" was conducted in PubMed, CINAHL, ERIC, and RISS on material published before 2015. Database and bibliographic searches yielded 35 records. Results: Cultural nursing competence comprised cognitive, affective, and behavioral domains. The critical attributes of the concept were sensitivity, equality, and activity. The analysis identified the following dimensions: awareness, openness, and coherence. The consequences of cultural nursing competence were personal satisfaction and social justice. The definition contained competence on both an individual and social level. Conclusion: Cultural competency enhances quality of care by narrowing health disparities and increasing client satisfaction. The concept analysis of cultural nursing competence may offer an acceptable framework which can be used to develop psychometric tools of this concept and provide guidelines in nursing practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.378-387
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• 2019

Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.220-228
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• 2020

Breast cancer incidence continues to increase, and survival rates are also increasing compared to the past. An increase in breast cancer survivors means an increase in the number of women who return to their life after treatment. These patients feared cancer recurrence, which makes it an important aspect to be studied among breast cancer survivors. Therefore, this study was aimed at analyzing the concept of breast cancer survivors' fear of recurrence. The procedure of concept analysis developed by Walker and Avant (2011) was used to clarify and describe the concept. Studies published from 2007 to 2017 were searched through domestic and foreign electronic databases. Finally, 15 studies were selected and included in analysis. Through concept analysis, the scope of use of the fear of recurrence among breast cancer survivors was confirmed, and concept analysis was performed to confirm the antecedent, consequences, attributes and empirical criteria. Based on the analysis, the attributes of the fear of recurrence among breast cancer survivors included 1) worry about health status, 2) ineffective coping, and 3) possibility of changes. The antecedents of the fear of recurrence among breast cancer survivors were 1) healthcare-related activity, 2) perception of cancer, and 3) perceived severity; the consequences were 1) increase in distress, 2) difficulty in role function, and 3) decrease in the quality of life. This study provides a clear definition of the fear of recurrence among breast cancer survivors, and the results can be applied to improve the understanding of breast cancer survivors who have finished treatment and to help them return to daily life.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.289-301
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• 2010

This study discovered that instructional objectives of graphs which are dealt with in Math I of the revised curriculum are not matched with those of Discrete Mathematics in the 7th Curriculum. Based on the findings, this study analysed didactic transposition method of trail in graph and matrix of Math I and students' understanding about trail. Then this study discovered that though the concept definition of trail in Math I of the revised curriculum, some textbooks and students tend to consider it as the path. The concept definition of trail is significant in systems that deal with Euler Circuits(Euler Closed trail) and Hamilton Cycle. Then it is not easy to find the value of trail in Math I of the revised curriculum.