• Communications of the Korean Mathematical Society
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• v.28 no.4
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• pp.741-750
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• 2013

To study the operator inequalities, the notions of class A operators and quasi-class A operators are developed up to recently. In this paper, quasi-$A(n,{\kappa})$ class operator for $n{\geq}2$ and ${\kappa}{\geq}0$ is introduced as a new notion, which generalizes the quasi-class A operator. We obtain some structural properties of these operators. Also we characterize quasi-$A(n,{\kappa})$ classes for n and ${\kappa}$ via backward extension of weighted shift operators. Finally, we give a simple example of quasi-$A(n,{\kappa})$ operators with two variables.

• Journal of Information Processing Systems
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• v.13 no.5
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• pp.1345-1357
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• 2017

A prototype selection method chooses a small set of training points from a whole set of class data. As the data size increases, the selected prototypes play a significant role in covering class regions and learning a discriminate rule. This paper discusses the methods for selecting prototypes in a classification framework. We formulate a prototype selection problem into a set covering optimization problem in which the sets are composed with distance metric and predefined classes. The formulation of our problem makes us draw attention only to prototypes per class, not considering the other class points. A training point becomes a prototype by checking the number of neighbors and whether it is preselected. In this setting, we propose a greedy algorithm which chooses the most relevant points for preserving the class dominant regions. The proposed method is simple to implement, does not have parameters to adapt, and achieves better or comparable results on both artificial and real-world problems.

• Communications of the Korean Mathematical Society
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• v.16 no.4
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• pp.595-606
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• 2001

Using p-adic class number formula, we derive a congru-ence relation for class numbers of the simplest cubic fields which can be considered as a cubic analogue of Ankeny-Artin-Chowlas theo-rem, Furthermore, we give an elementary proof for an upper bound for the class numbers of the simplest cubic fields.

• Proceedings of KOSOMES biannual meeting
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• 2005.11a
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• pp.53-58
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• 2005

An international study on Class B AIS for Non-SOLAS vessels is in progress through IMO and IEC. The IEC issued CDV(Committee Draft for Vote) on March 3, 2005, as IEC 62287, which includes operational and performance requirements, methods of test and required test results about Class B AIS. In this paper, we proposed the method of making Class B AIS properly onboard. This research deals with the problems of introducing Class B AIS which is properly applicable on small fishing vessels as well as domestic Non-SOLAS vessels. Moreover, several technical considerations were suggested to develop a national technical standards for Class B AIS.

• The korean journal of orthodontics
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• v.20 no.2
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• pp.333-354
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• 1990

This study was designed to analyse vertical dysplasia such as open bite or deep bite in persons with skeletal Class III malocclusion. The subjects consisted of 60 control patients, 40 Class III open bite patients and 40 Class III deep bite patients. The mean age was 19.8 years in the control group, 17.8 years in the Class III open bite group and 16.5 years in the Class III deep bite group. The results were as follows: 1. In Class III malocclusion patients, the characteristics of the vertical dysplasia are under the palatal plane. 2. In Class III malocclusion patients, the items showing the characteristics of the vertical dysplasia are mandibular plane angle, lower gonial angle, lower facial height, dental height & inclination of the upper first molar, interincisal angle, maxillary & mandibular occlusal plane angle. 3. In Class III malocclusion patients, LPFH/LAFH ratio shows the highest significance among the facial height ratios. 4. In Class III malocclusion patients, open bite group has a upward cant of maxillary occlusal plane & downward cant of mandibular occlusal plane. And deep bite group has a downward cant of maxillary occlusal plane & upward cant of mandibular occlusal plane. 5. In Class III malocclusion patients, the molar teeth of the open bite group are measially inclined and those of the deep bite group are upright.

• Journal of the Korean Society of Food Culture
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• v.26 no.3
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• pp.249-260
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• 2011

The current research aims to verify whether distance learning can be adopted in practical cooking class for Korean foods in a two-year college. The distance learning education can be a supplementary method to the traditional cooking class. The face-to-face teaching method and the distance learning method were compared in order to determine which of the one is more effective teaching method in the practical cooking class. The results of the present experimental study were analyzed based on the participant's learning expectation and satisfaction, the evaluation of the experimental process, and the academic performance. The results of this study showed that the participants in the face-to-face class evaluated their class experience higher than those in the distance learning class with respect to the participant's learning expectation and satisfaction, and the evaluation of the experimental process. On the contrary, regarding the academic performance, the participants in the distance learning class showed higher scores than those in the face-to-face class. The end result supports the claim that the distance learning method is more effective in the participants for gaining cooking knowledge.

• The Journal of Information Systems
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• v.5
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• pp.149-173
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• 1996

This paper focus on the development of object-oriented model bases for Structured Modeling. For the model base organization, object modeling techniques and model typing concept which is similar to data typing concept are used. Structured modeling formalizes the notion of a definitional system as a way of dscribing models. From the object-oriented concept, a structured model can be represented as follows. Each group of similar elements(genus) is represented by a composite class. Other type of genera can be represented in a similar manner. This hierarchical class composition gives rise to an acyclic class-composition graph which corresponds with the genus graph of structured model. Nodes in this graph are instantiated to represent the elemental graph for a specific model. Taking this class composition process one step further, we aggregate the classes into higher-level composite classes which would correspond to the structured modeling notion of a module. Finally, the model itself is then represented by a composite class having attributes each of whose domain is a composite class representing one of the modules. The resulting class-composition graph represent the modular tree of the structured.

• Journal of the Korean Mathematical Society
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• v.54 no.4
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• pp.1281-1299
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• 2017

A submodule N of a module M is called ${\mathcal{S}}$-closed (in M) if M/N is nonsingular. It is well-known that the class Closed of short exact sequences determined by closed submodules is a proper class in the sense of Buchsbaum. However, the class $\mathcal{S}-Closed$ of short exact sequences determined by $\mathcal{S}$-closed submodules need not be a proper class. In the first part of the paper, we describe the smallest proper class ${\langle}\mathcal{S-Closed}{\rangle}$ containing $\mathcal{S-Closed}$ in terms of $\mathcal{S}$-closed submodules. We show that this class coincides with the proper classes projectively generated by Goldie torsion modules and coprojectively generated by nonsingular modules. Moreover, for a right nonsingular ring R, it coincides with the proper class generated by neat submodules if and only if R is a right SI-ring. In abelian groups, the elements of this class are exactly torsionsplitting. In the second part, coprojective modules of this class which we call ec-flat modules are also investigated. We prove that injective modules are ec-flat if and only if each injective hull of a Goldie torsion module is projective if and only if every Goldie torsion module embeds in a projective module. For a left Noetherian right nonsingular ring R of which the identity element is a sum of orthogonal primitive idempotents, we prove that the class ${\langle}\mathcal{S-Closed}{\rangle}$ coincides with the class of pure-exact sequences of modules if and only if R is a two-sided hereditary, two-sided $\mathcal{CS}$-ring and every singular right module is a direct sum of finitely presented modules.

• Journal of the Korean School Mathematics Society
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• v.3 no.1
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• pp.189-200
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• 2000

The purpose of this thesis is that the students understand the sentence stated math problems closely related to the real life and adapted the right solving strategies try to find the solution to a problem. The following research problem were proposed. 1. How repeated thinking lessons develop the understanding of problems and influence the usage of correct problem solving strategies and extensions of problem solving. 2. There are how much differences of achievement for each type of sentence stated problems by using comparative analysis of upper class, intermediate class, and lower class for each level between the experimental and comparative classes. In order to conduct this research the classes were divided into three different level - upper class, intermediate class and lower class. Each level include an experimental class and a comparative class. The two classes (experimental class and comparative class) of the same level were tested on the basis of class division record with the experimental class repeated learning papers for two weeks were used to guide the fixed thinking algorism for each sentence stated math problems. Eight common problems were chosen from a variety of textbooks : number calculation problems, velocity-distance-time problems, the density of a mixture, benefit problems, distribution problems, problems about working, ratio problems, the length of a figure problems. After conducting this research experiment The differences in achievement level between the experimental class and comparative class, were compared and analyzed through achievement tests made from the achievement test papers with seven problems, which were worth seventy points (total score). The conclusions of this thesis are as follows: Firstly, leaning activities through the usage of repeated learning papers for each level class produce an even development of achievement level especially in the case of the upper class learners, they have particular differences (between experimental class and comparative class) compared to the intermediate level and lower classes. Secondly, according to the analysis about achievement development each problems, learners easily accept the strategies of solution through the formula setting up to the problem of velocity -distance-time, and to the density of the mixture they adapted the picture drawing strategies interestingly, However each situation requires a variety of appropriate solution strategies. Teachers will have to employ other interesting solution strategies which relate to real life.

• The korean journal of orthodontics
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• v.18 no.1 s.25
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• pp.209-216
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• 1988

The purpose of this study was to verify the class I molar relationship in skeletal class II and class II molar relationship in skeletal clan I malocclusion with unilateral class II, division 1 malocclusion. The sample consisted of lateral cephalometric radiographs and upper and lower dental casts of 30 unilateral class II, division 1 malocclusion. The results of this study were as follows: 1. Skeletal class I malocclusion was $43\%$, and skeletal class II malocclusion was $57\%$ in 30 cases of unilateral class II, division 1 malocclusion. 2. In the skeletal class II with unilateral class II, division 1 malocclusion, mandibular first molar on the class I side showed more mesial migration than the opposite side. 3. In the skeletal class I with unilateral class II, division 1 malocclusion, maxillary first molar on the class II side showed more mesial migration than the opposite side. 4. Midline deviation of upper or lower dental arch was $90\%$ in 30 cases of unilateral class II, division 1 malocclusion.