• Anatomy and Cell Biology
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• v.56 no.2
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• pp.205-210
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• 2023

Left coronary artery divides into anterior interventricular branch and circumflex branch. As both the arteries run in their corresponding grooves, an arteriovenous trigone is formed between conus arteriosus and left auricle called triangle of Brocq and Mouchet. The triangle base is formed by great cardiac vein. This study aims to describe the frequency of triangle and its type and relationship between various boundaries and content of triangle and to supplement the existing knowledge of clinicians. This observational and descriptive study was conducted on 40 formalin fixed cadaveric hearts in department of anatomy, Kalpana chawla government medical college. The triangle was found in 92.5% of specimen with most common type being closed (51.3%) which is followed by inferiorly open in 35.1%, superiorly open in 8.1% and completely open in 5.4% hearts. Most frequent content of triangle was median artery followed by diagonal branches of anterior interventricular and circumflex branches. The mean area of the triangle was 246.3 mm². Relationship of vein with two arterial branches was either superficial or deep. The knowledge of different patterns of existence will be required for angiographic procedures. Further the triangle is a potential epicardial access route to left fibrous ring. Thus detailed knowledge of variations will help cardiologist to achieve better outcome in interventional procedures with minimal complications.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.675-690
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• 2015

This study explore the features of mathematical tasks as an effective means to foster pre-service primary teachers' mathematical knowledge for teaching and develop mathematical task for pre-service primary teachers. As a result, prospective teachers have while solving a mathematical task, converting a given situation to a mathematical problem, and solve problems through connections with existing knowledge, and experience seeing the existing mathematical concepts from a new perspective. Finally, we discussed the conditions for a suitable mathematical task in teacher education.

• East Asian mathematical journal
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• v.34 no.4
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• pp.371-402
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• 2018

The researchers set up a research question to find out how to teach the concept of a right triangle through classification activities after listening to the conversations of fellow teachers about the recently revised textbooks. First, a questionnaire was created to confirm the objectivity of the research problem, data were collected through online and offline, and interviews were conducted with some of the respondents. As a result, it confirmed that there was a considerable difference in the perception of the research study about the direction of revising the curriculum called 'student participation centered' and 'the possibility of achieving the learning objective'. Then, we analyzed the critical interpretations used in the third grade math textbook Lesson 2. 'Plane Figure' part 4 and 5. Finally, by analyzing the results of the recognition analysis and textbook analysis, we proposed two learning methods which can link the triangle classification activity and the right triangle concept. Based on the results of the research, we obtained suggestions that a teaching should be made regarding that the classification process may be changed according to the student's prior knowledge and the process of classification activities may be different according to the viewpoint and classification criteria.

• Education of Primary School Mathematics
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• v.27 no.2
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• pp.155-171
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• 2024

This study compared and analyzed students' reasoning processes and justification methods when introducing the concept of "the sum of angles in a triangle" in mathematics classes with a focus on both measurement and geometric aspects. To confirm this, the research was conducted in a 4th-grade class at H Elementary School in Suwon, Gyeonggi-do, South Korea. The conclusions drawn from this study are as follows. First, there is a significant difference when introducing "the sum of angles in a triangle" in mathematics classes from a measurement perspective compared to a geometric perspective. Second, justifying the statement "the sum of angles in a triangle is 180°" is more effective when explained through a measurement approach, such as "adding the sizes of the three angles gives 180°," rather than a geometric approach, such as "the sum of the angles forms a straight angle." Since elementary students understand mathematical knowledge through manipulative activities, the level of activity is connected to the quality of mathematics learning. Research on this reasoning process will serve as foundational material for approaching the concept of "the sum of angles in a triangle" within the "Geometry and Measurement" domain of the Revised 2022 curriculum.

• Research in Mathematical Education
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• v.19 no.1
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• pp.1-17
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• 2015

In this study, we examined the prompted reflections of four middle school mathematics teachers after their lessons. We used Cohen and Ball's instructional triangle (1999) to investigate teachers' reflections. With this framework, we addressed questions of what characteristics in reflections the participant teachers have and how the reflections differ over time. Findings indicated that the teachers showed differences in the instances of assessing and changes over time in the ways they gained more insights about students' understanding.

• Research in Mathematical Education
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• v.25 no.1
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• pp.1-20
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• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Journal of the Korean School Mathematics Society
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• v.14 no.3
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• pp.355-375
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• 2011

This paper was designed for the purpose of helping the functional comprehension on the concept of a circumcenter and an incenter of triangle and offering the help for teaching-learning process on their definitions. We analysed the characteristic of the definition on a circumcenter and an incenter of triangle and studied the context, mean and purpose on the definition. The definition focusing on the construction is the definition stressed on the consistency of the concept through the fact that it is possible to draw figure of the concept. And this definition is the thing that consider the extend of the concept from triangle to polygon. Meanwhile this definition can be confused because the concept is not connected with the terminology. The definition focusing on the meaning is easy to memorize the concept because the concept is connected with the terminology but is difficult to search for the concept truth. And this definition is the thing that has the grounds on the occurrence but is taught in a made-knowledge. The definition focusing on both the construction and meaning is the definition that the starting point is vague in the logical proof process. We hope that the results are used to improve the understanding the concept of a circumcenter and an incenter of triangle in the field of mathematical education.

• The Korean Journal of Zoology
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• v.26 no.4
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• pp.295-296
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• 1983

Further research needs in environmental carcinogenesis are much to be desired. Currently, the methodology for identification, quantitation, and assay of some environmental carcinogens is available, but there remains a pressing need for additional fundamental knowledge of the carcinogenic process at the molecular level. The best hope for the control of cancer lies in prevention and chemotherapy, and this in turn depends upon the generation of basic information not yet available. The history of medical science reveals that quantum advances in control and prevention of disease have been direct consequences of research applications derived from pools of existing knowledge. It is hoped that the major efforts on specific problems of eivironmental carcinogenesis and substantial support of research to obtain new knowledge will prove to be equally rewarding.

• Korean Journal of Construction Engineering and Management
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• v.24 no.6
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• pp.36-44
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• 2023

The aim of this study is to predict the potential for bid-rigging among public construction bidders and develop preventive and responsive measures. By employing the Fraud Triangle Theory (FTT), which considers the factors of opportunity, pressure, and rationalization, we analyze and explore the bid-rigging potential among construction industry professionals. A survey is conducted among General and specialized construction firms to validate the FTT research model and predict individual bid-rigging tendencies. The results indicate that higher levels of pressure, greater opportunities, and stronger rationalization increase the likelihood of individual bid-rigging. Moreover, more opportunities and stronger rationalization also raise the potential for bid-rigging by others. Understanding these dynamics enhances our knowledge and contributes to the development of policies aimed at preventing bid-rigging.

• Journal of Agricultural Extension & Community Development
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• v.9 no.2
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• pp.173-183
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• 2002

This study reviewed a broad range of existing reform options, and on the basis of this review proposed a number of initiatives for institutional reform in developing countries. This strategies were intended to help FAO staff to provide guidance to the developing countries for the reform of their agricultural and rural extension systems. The paper defines the distinction among extension as a function, agricultural extension as part of a larger knowledge triangle, and agricultural and rural extension as an expanded concept of knowledge and information systems. The focus is on new measures that promote food security, market-driven system, and highly competitive agribusiness enterprises. Moreover, this study focus on the tensions that exist between the modern force of globalization and the traditional forces of culture, geography, and community.