• 대한치과교정학회지
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• 제17권1호
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• pp.119-134
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• 1987

This study was undertaken to find out oropharyngeal movement of the class III malocclusion patients during swallowing by using the cinefluoroscopic method. The experimental group was composed of fifteen male adults with class III malocclusion whose mean age was 24.4 yrs. The control group was composed of fifteen male adults with normal occlusion whose mean age was 24.8 yrs. The results were as follows: 1. The horizontal position of the tongue tip was more anterior in the class III malocclusion group than in the normal group through all stages. 2. The tongue level was lower in the class III malocclusion group than in the normal group during stage 1, stage 3, and stage 4. 3. The horizontal position of the hyoid bone was more anterior in the class III malocclusion group than in the normal group during stage 1 only. 4. The tip of the soft palate was lower in the class III malocclusion group than in the normal group during stage 1 only, and there was no significant difference in the velar movement between the class III malocclusion group and the normal group during swallowing. 5. There was a significant difference in the interincisal distance, but no significant difference in the intermolar distance between the class III malocclusion group and the normal group through all stages. 6. Among 4 stages of each group, there was a significant difference in the movements of the dorsum of the tongue, the hyoid bone, and the soft palates And there was a significant difference in the movement .of the tongue tip of the normal group, but no significant difference in the movement of the tongue tip of the class III malocclusion group.

• Kyungpook Mathematical Journal
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• 제43권4호
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• pp.495-497
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• 2003

Let ${\wp}_1$, ${\wp}_2$ be the radical classes of rings. Y. Lee and R. E. Propes have defined their sum by ${\wp}_1+{\wp}_2=\{R{\in}{\omega}:{\wp}_1(R)+{\wp}_2(R)=R\}$. They have shown that ${\wp}_1+{\wp}_2$ is not a radical class in general. In this paper, a few results of Lee and Propes are generalized and also new conditions are investigated under which this sum becomes a radical class.

• 대한수학회보
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• 제42권1호
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• pp.169-177
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• 2005

A Hilbert Space operator T is of class Q if $T^2{\ast}T^2-2T{\ast}T + I$ is nonnegative. Every paranormal operator is of class Q, but class-Q operators are not necessarily normaloid. It is shown that if a class-Q contraction T has no nontrivial invariant subspace, then it is a proper contraction. Moreover, the nonnegative operator Q = $T^2{\ast}T^2-2T{\ast}T + I$ also is a proper contraction.

• Korean Journal of Mathematics
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• 제21권1호
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• pp.35-39
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• 2013

Let $(class{\mathcal{A}})^*$ denotes the class of operators satisfying ${\mid}T^2{\mid}{\geq}{\mid}T^*{\mid}^2$. In this paper, we show that the spectrum is continuous on $(class{\mathcal{A}})^*$.

• 한국정보시스템학회지:정보시스템연구
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• 제31권3호
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• pp.19-45
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• 2022

Purpose Since COVID-19, the demand for online class platforms has increased. However, those platforms have not been clearly defined, and related research is also limited. In the context of the knowledge marketplace (KMs), this study examined the effects of class information and trust in creators on class preferences from the perspective of consumption value theory. Design/methodology/approach By establishing a web crawler through Python, this study collected 1,174 class data in Korea's leading knowledge marketplace, Class 101, focusing on diverse class-related information and the number of Instagram followers for individual class creators. Based on class information, this research analyzed the effects of consumers' utilitarian value, social value, and hedonic value on class preference. In addition, this study examined whether consumers' trust in creators moderates the relationship between class information and class preference. Findings According to analysis results, it was found that the higher the consumers' consumption value for each class on KMs, the more positive their preference for the class. Also, it was confirmed that consumers' trust in creators moderates the relationship between class information and class preference.

• 대한수학회보
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• 제33권1호
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• pp.1-16
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• 1996

Earlier in 1935[12], M. S. Robertson introduced the class of quadrant preserving functions. More precisely, let Q be the class of all functions f(z) analytic in the unit disk $D = {z : $\mid$z$\mid$ < 1}$ such that f(0) = 0, f'(0) = 1, and the range f(z) is in the j-th quadrant whenever z is in the j-th quadrant of D, j = 1,2,3,4. This class Q contains the subclass of normalized, odd univalent functions which have real coefficients. On the other hand, this class Q is contained in the class T of odd typically real functions which was introduced by W. Rogosinski [13]. Clearly, if $f \in Q$, then f(z) is real when z is real and therefore the coefficients of f are all real. Recently, it was observed by Y. Abu-Muhanna and T. H. MacGregor [1] that any function $f \in Q$ is odd. Instead of functions "preserving quadrants", the authors [1] have introduced the notion of "preserving sectors".

• 한국산학기술학회논문지
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• 제19권6호
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• pp.324-333
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• 2018

본 연구의 목적은 만성질환인 고혈압, 이상지질혈증, 관절염, 갑상선 질환, 우울증, 아토피, 알레르기, 당뇨병 등의 잠재계층이 어떻게 구성되어 있는지와 유형화된 만성질환의 예측요인을 살펴보고자 하는 것이다. 연구대상은 2014년 국민건강영양조사에 참여한 대한민국 국민으로, 표본추출방법은 층화집락표본추출방법을 사용하였으며 표본 수는 총 7,550명이고, 이를 대상으로 잠재계층분석을 적용하였다. 결과적으로 1 class 유형은 고혈압, 당뇨 그룹으로 고혈압을 앓고 있을 확률이 78.6%이고 당뇨병을 앓고 있을 확률이 34.6%이었다. 2 class 유형은 아토피, 알레르기 그룹으로 아토피를 앓고 있을 확률이 20.3%이고 알레르기를 앓고 있을 확률이 42.2%이었다. 3 class 유형은 이상지질, 관절염, 갑상선질환, 우울증 그룹으로 이상지질 56.1%, 관절염 50.9%, 갑상선 질환 19.4%, 우울증 28.75%로 나타날 확률을 지닌 집단이었다. 4 class 유형은 만성질환을 갖고 있지 않은 정상집단으로 나타났다. 준거변수인 4 class와 1 class를 비교하였을 때, 연령, 운동능력, 자기관리, 비만, 고콜레스테롤 유병여부 등이 유의하게 나타났고, 2 class와 비교하였을 때, 성별, 연령, 교육수준 등이 유의하게 나타났으며, 3 class와 비교하였을 때, 성별, 연령, 통증 및 불편, 고 콜레스테롤 등이 유의하게 나타났다. 결과적으로 세 유형 모두 연령은 복합적인 만성질환을 일으킬 수 있는 요인으로 나타났는데, 이는 질환을 일으킬 수 있는 결정적인 시기가 오기 전에 예방이 중요하다는 것을 의미한다. 따라서 연령에 따른 질병의 유병율 발생 시기를 파악하여 이에 적절한 예방적 노력이 필요하다.

• 농업생명과학연구
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• 제45권4호
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• pp.81-86
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• 2011

딸기 묘의 크라운 크기가 정식 후 식물체 생육 및 과실의 수량에 미치는 영향에 관하여 알아보고자 하였다. 묘 크기의 기준은 크라운 직경의 크기로 하여 3등급으로 구분하였으며, A등급 묘는 9.0 mm이상, B등급 묘 8.0~8.9 mm, C등급 묘 8.0 mm이하로 하였다. 정식기 묘의 크라운 크기가 클수록 정식 후 뿌리 활착 및 식물체 생육이 좋았고, 개화기도 빨랐다. 정화방 첫 꽃 개화기는 A등급 묘가 B등급, C등급 묘에 비해 10일, 평균 개화기는 2~3일 정도 빨랐다. A등급 묘의 1주당 4월까지 누적수량은 481 g, B등급 445 g, C등급 422 g 으로서, 크라운 직경이 가장 큰 A등급 묘는 B등급, C등급 묘에 비해 각각 8.1%, 13.9% 증수되었고, 2월까지의 초기수량은 A등급 묘가 B, C등급 묘에 비해 각각 23.3%, 39.1% 많았다.

• 수산해양교육연구
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• 제26권3호
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• pp.525-534
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• 2014

This study has examined the effect of after-school physical activity on body composition and health related fitness of middle school students. The duration of after-school physical activity training program of this study is 12 weeks, the training time in 1 hours warming-up 10 minutes, the skill training 45 minutes and cool down did in 5 minutes. Exercise frequency is 5 time per week. Height basketball class, soccer class, subject class showed statistically meaningful increase between group variance showed statistically meaningful. Weight basketball class, soccer class, showed statistically meaningful decrease. Muscle mass basketball class showed statistically meaningful increase, soccer class showed statistically meaningful decrease. Cardiopulmonary basketball class, soccer class, showed statistically meaningful decrease. Explosive muscular strength basketball class, soccer class, showed statistically meaningful decrease. subject class showed statistically meaningful increase, between group variance showed statistically meaningful. Flexibility basketball class showed statistically meaningful increase, soccer class. Muscular strength basketball class, soccer class, subject class showed not statistically meaningful different.

• 대한지구과학교육학회지
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• 제8권1호
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• pp.87-97
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• 2015

This study is to find out that the effect of class applied Jigsaw cooperative learning to self-directed learning skills and task commitment. This study has been aimed at 2 class 66 students pre-service teachers who take "Science and study of teaching materials I" enrolled in B University of Education located in B city. This study targets to 2009 revision of elementary school science curriculum of changes in earth's surface(3-1), the volcano and earthquakes (4-1), the solar system and the stars (5-1), the motion of the Earth and the Moon (6-1) sections. Clarify the subject of study for implementing a research topics are as follows. First, What is the effect of class applied Jigsaw cooperative learning to self-directed learning skills? Second, what is the effect of class applied Jigsaw cooperative learning to task commitment? Third, what is awareness of class applied Jigsaw cooperative learning? Results of the study were as follows: First, class applied Jigsaw cooperative learning was effective in improving self-directed learning skills. Second, class applied Jigsaw cooperative learning was effective in improving task commitment. Third, in the course of discussion, students got consideration for others with leadership in their discussion was good in the class applied Jigsaw cooperative learning discussion. There was a response that they would like to do the class continually.