• Korean Journal of Adult Nursing
• /
• v.13 no.1
• /
• pp.53-69
• /
• 2001

As a nursing practice involves nurses'actions in a specific context of health care, this study has focused on exploring the espoused theories in nursing practice within the action science perspectives. Espoused theories are the belief, principles, and rationale expressed by the practitioner as guiding her/his actions in a situation of practice. The data were analysed qualitatively and 25 elements of espoused theories of nursing action were identified and clustered into 6 categories. The 25 elements of espoused theories are as follows: The clinical nurse worked in wholistic and individual nursing, focussed on the patient's needed, comfort and supportive nursing (5 theories of nursing goal); excellent skills, knowledge based, assessment and data collection, explaining, educating or a scientific basis(6 theories of nursing intervention): advocacy, value oriented, treatment, accountability and commitment(4 theories of nursing ethics); human respect, partnership, trust(3 theories of patient-nurse relationship) : knowledgable, accumulated clinical experiences and personally lived experiences, positive perspectives(4 theories of nurse), role of intervention, rewarding, peer relationship(3 theories of situations). The above mentioned espoused theories are similar to that of nursing textbooks which students learned through basic nursing education and almost the same as the Acts ofa Nurse in Korean. However, we are doubtful whether nurses actually do as they think. Therefore, it is recommended to review the theories-in-use in order to find any discrepancies between the espoused theories and the reality of nursing actions.

• Journal of The Korean Association For Science Education
• /
• v.21 no.3
• /
• pp.547-557
• /
• 2001

In this study, we compared the contents of cloud making experiments in middle school science textbooks of 5th and 6th science curriculum from the viewpoint of methods and apparatus. And we analyzed the problems of the experimental methods and apparatus based on the thermodynamic theories. A new experiment was developed to solve the problems, and the effects of new experiment were compared with those of the experiments in the textbooks.

• Advances in aircraft and spacecraft science
• /
• v.1 no.3
• /
• pp.253-271
• /
• 2014

A linearised buckling analysis of thin-walled beams is addressed in this paper. Beam theories formulated according to a unified approach are presented. The displacement unknown variables on the cross-section of the beam are approximated via Mac Laurin's polynomials. The governing differential equations and the boundary conditions are derived in terms of a fundamental nucleo that does not depend upon the expansion order. Classical beam theories such as Euler-Bernoulli's and Timoshenko's can be retrieved as particular cases. Slender and deep beams are investigated. Flexural, torsional and mixed buckling modes are considered. Results are assessed toward three-dimensional finite element solutions. The numerical investigations show that classical and lower-order theories are accurate for flexural buckling modes of slender beams only. When deep beams or torsional buckling modes are considered, higher-order theories are required.

• Journal of The Korean Association For Science Education
• /
• v.16 no.2
• /
• pp.200-209
• /
• 1996

Recent literature in science education has emphasized nature of science in science teaching. The theme has been considered to be an important element for scientific literacy.The purpose of this study was to identify Korean science teachers' points of view on topics related to nature of science, such as definition of science, characteristics of scientific hypotheses, scientific theories and scientific laws, and their construction, scientists, and scientific methods. The relevant 13 items were selected from Views on Science-Technology-Society (VOSTS) by the authors for this study. Most teachers perceived science as an exploratory process or problem solving. Some perceived science as an application of knowledge to make this world a better place to live in. Teachers viewed scientific activities as scholastic and individualistic instead of pragmatic or collective. They did not hold clear understandings of the idea that scientific knowledge is subject to change. As identified in previous studies, teachers thought that scientific ideas develop from hypothesis to theories, and finally to scientific laws. They did not show sound understanding of inventiveness of scientific hypotheses and theories, nor discovery of scientific laws. In summary, teachers' major points of view reflected 'realism'. It suggested that they needed to understand nature of science in the ways which it has been described in recent literature of science education, in order to teach science with personal and social contexts.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.826-839
• /
• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Perspectives in Nursing Science
• /
• v.7 no.1
• /
• pp.1-9
• /
• 2010

Purpose: The purpose of this study was to review behavior change theories in terms of important variables, concept definitions, and applicability to diabetes self-management behavior. Methods: Six behavior change theories (the Transtheoretical Model, the Health Belief Model, the Theory of Reasoned Action, the Theory of Planned Behavior, Social cognitive theory, and Information-Motivation-Behavioral skills Model) were reviewed which were applied in diabetes self-management interventions. Results: The five key concepts from the five non-stage behavior change theories were delineated. Based on the key concepts, a theoretical framework was formulated as the explanatory model of diabetes self-management behaviors. The four major concepts in Information-Motivation- Behavioral skills Model were included. The cognitive arm of the proposed theoretical framework included constructs related to diabetes knowledge, motivation (beliefs, attitude, social norm), self-efficacy, and intention. Conclusion: The theoretical framework described here includes the key factors of successful diabetes self- management intervention. However, the concept of motivation needs further exploration and clarification for operationalization.

• Structural Engineering and Mechanics
• /
• v.78 no.1
• /
• pp.23-30
• /
• 2021

In this paper, we established the generalized thermoelasticity phenomenon in an isotropic elastic medium considering the electromagnetic field, rotation and two-temperature. Three theories of generalized thermoelasticity have been applied: Lord-Shulman (one relaxation time), Green-Lindsay (two relaxation times), as well as the coupled theory. We discussed some particular cases in the context of the wave propagation phenomenon in thermoelasticity. From solving the fundamental equations, we arrived that there are three waves: P-, T- and SV-waves that we calculated their velocities. The boundary conditions for mechanical stress and Maxwell's stress and thermal insulated or isothermal have been applied to determine the amplitudes ratios (reflection coefficients) for P-, T - and SV waves. Some utilitarian aspects are obtained from the reflection coefficients, presented graphically, and the new conclusions have been presented. Comparisons are made for the results predicted by different theories (CT, LS, GL) in the absence and presence of the electro-magnetic field, rotation, as well as two-temperature on the reflection of generalized thermoelastic waves. The results obtained concluded that the external parameters as the angle of incidence, electromagnetic field, rotation as well as the theories parameters have strong effect on the phenomenon.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 1998.04a
• /
• pp.24-25
• /
• 1998

• Journal of Korean Academy of Nursing
• /
• v.18 no.2
• /
• pp.128-134
• /
• 1988

This paper argues that nursing theories ideosyncratic to situations should be developed through research, if nursing practice is to be effective in achieving the objective of promoting, maintaining, or restoring health of clients / patients. After reviewing (1) the interactive relationship between the theory and research, (2) the type and sequence of research for theory- building, (3) the hierarchy of theories, and (4) congruence between the type of theory and research approach, it suggests (1) that more exploratory studies (research) should be undertaken as a way to develop descriptive theories that may lead to new hypotheses, (2) that more empirical studies should also be undertaken to test if new hypotheses generated from exploratory studies may be useful in the setting of nuring practice, (3) that more studies should be undertaken to develop useful measures of nursing concepts, and (4) that more replicated studies should be undertaken in order to give rise to the external validity of new theories. It also discusses the ethical considerations of nursing research in the future.

• Asian Journal of Business Environment
• /
• v.5 no.1
• /
• pp.13-26
• /
• 2015

Purpose - While studying the topic of seeking behavioral excellence (proactive and creative competence) in organization, scholars have presented a variety of literature sprinkled with countless theories on behavioral competence. Research design, data, and methodology - Foremost among the several theories on this topic are two distinct sets of behavioral theories: OCB (Organizational Citizenship Behavior) and Constructive Deviance. Both of these theories attempt to posit their usefulness in positive organizational outcomes (such as organizational effectiveness, quality, performance, and innovations). Results - However, their proposed constructs are opposing and studies are conducted in isolation, thereby creating a significant literature gap and omitting the possibility of being inclusive of the best that both OCB and constructive deviance have to offer. Conclusions - The article bridges the gap by critically examining OCB and constructive deviance and including a consideration of other empirical studies in an attempt to be comprehensive while, at the same time, seeking to find an effective behavioral construct that is both appropriate and conducive for positive organizational outcomes in the context of the current business environment.