• Journal of the Korean Institute of Educational Facilities
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• v.28 no.5
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• pp.3-8
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• 2021

The purpose of this study was exploring perceptions of people in community towards community use and multiple-use of special school facilities and providing implications for connecting school to the communities. Survey was conducted to special education teachers, parents of children receiving special education, and local residents. Total 5,702 people participated in this study and general finds were as following: (1) All 3 groups of study participants reported that there was a generally positive perception of special schools within the community, however, at the same time, almost quarter of parents having children with disabilities reported negative perceptions of special schools in the community; (2) among the special school facilities, sports facilities appeared to be the most open to the community and difficulties related to the community-open of school facilities included facility management and safety issues, and inteference with students' school activities; (3) facilities suitable for the multi-use of special schools facilities included sports facilities, cultural and creative spaces, and commercial areas, and those facilities could be open to community during non-class hours such as after-school, weekends, and vacations. Based on the results from survey, implications for planning, designing, and implementing multi-use facilities of special schools were provided.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.977-988
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• 2012

The purpose of this study was to help teachers increase the level of student's school life satisfaction by comparing between the practical data of a group which have an accordant perception for class teacher's discipline style perceived by between teacher him/herself and student with another group which have a discordant perception for class teacher's discipline style perceived by between teacher him/herself and student. For this study, 1460 second grade special high school students in Pusan were selected. And 1273 students and 56 teachers' questionnaires were used for analysis, while 5 questionnaires went uncompleted. T-test and Multiple Regression Analysis were used for compiling statistics of collected data. The results of this study are as follows: First, perceptions about the teacher's discipline style perceived by between teacher him/herself and student were different. Second, the levels of student's school life satisfactions were different by two group. A group which has an accordant perception for class teacher's discipline style perceived by teacher him/herself and student shows the high level of school life satisfaction than B group which has an discordant perception. Last, class teacher's discipline style which affects the level of student's school life satisfaction was different by the two group. These results suggest that to increase the level of student's school life satisfaction, class teachers have to a mutual understanding first, and then approach their students with different discipline style by the level of their interactive relationship with their students.

• Journal of the Korean Mathematical Society
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• v.21 no.1
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• pp.101-108
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• 1984

• Proceedings of the Ginseng society Conference
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• 1974.09a
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• pp.59-64
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• 1974

• Journal of the Korean Mathematical Society
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• v.55 no.1
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• pp.131-146
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• 2018

We generate ring class fields of imaginary quadratic fields in terms of the special values of certain eta-quotients, which are related to the relative norms of Siegel-Ramachandra invariants. These give us minimal polynomials with relatively small coefficients from which we are able to solve certain quadratic Diophantine equations concerning non-convenient numbers.

• Bulletin of the Korean Mathematical Society
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• v.55 no.1
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• pp.251-266
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• 2018

In this paper, considering the class of complex Kropina metrics we obtain the necessary and sufficient conditions that these are generalized Berwald and complex Douglas metrics, respectively. Special attention is devoted to a class of complex Douglas-Kropina spaces, in complex dimension 2. Also, some examples of complex Douglas-Kropina metrics are pointed out. Finally, the complex Douglas-Kropina metrics are characterized through the theory of projectively related complex Finsler metrics.

• Kyungpook Mathematical Journal
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• v.50 no.2
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• pp.237-253
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• 2010

It is shown that an appropriate combination of methods, relevant to operational calculus and to special functions, can be a very useful tool to establish and treat a new class of Hermite and Konhauser polynomials. We explore the formal properties of the operational identities to derive a number of properties of the new class of Hermite and Konhauser polynomials and discuss the links with various known polynomials.

• Bulletin of the Korean Mathematical Society
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• v.52 no.5
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• pp.1559-1568
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• 2015

The relative class number $H_d(f)$ of a real quadratic field $K=\mathbb{Q}(\sqrt{m})$ of discriminant d is the ratio of class numbers of $O_f$ and $O_K$, where $O_K$ denotes the ring of integers of K and $O_f$ is the order of conductor f given by $\mathbb{Z}+fO_K$. In a recent paper of A. Furness and E. A. Parker the relative class number of $\mathbb{Q}(\sqrt{m})$ has been investigated using continued fraction in the special case when $(\sqrt{m})$ has a diagonal form. Here, we extend their result and show that there exists a conductor f of relative class number 1 when the continued fraction of $(\sqrt{m})$ is non-diagonal of period 4 or 5. We also show that there exist infinitely many real quadratic fields with any power of 2 as relative class number if there are infinitely many Mersenne primes.

• East Asian mathematical journal
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• v.37 no.1
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• pp.87-95
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• 2021

Let K be an imaginary quadratic field with ��K its ring of integers. For a positive integer N, let K(N) be the ray class field of K modulo N��K, and let ��N be the field of meromorphic modular functions of level N whose Fourier coefficients lie in the Nth cyclotomic field. For each h ∈ ��N, we construct a ray class invariant as its special value in terms of the extended form class group, and show that the invariant satisfies the natural transformation formula via the Artin map in the sense of Siegel and Stark. Finally, we establish an isomorphism between the extended form class group and Gal(K(N)/K) without any restriction on K.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.259-270
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• 2024

This paper introduces a fundamental investigation into the establishment of a framework for integrating fieldwork into special education teacher preparation programs. This paper introduces a comprehensive framework for the implementation of semester-based practicum systems in special education teacher training programs. The paper delineates essential stages including preparation, adaptation, responsibility readiness, mutual responsibility, and evaluation, emphasizing the importance of collaboration, hands-on training, and feedback interactions. Moreover, the study delves into practical learning frameworks such as the Experiential Learning Model, Sociocultural Theory, and the Apprenticeship of Observation Model. It highlights their significance in connecting theoretical concepts with practical applications and in cultivating reflective practices among pre-service special education teachers. Moreover, the study explores two significant practicum models, namely the Class-Academy Model and the Professional Development Schools (PDS) Model, examining their elements, advantages, and impacts on teacher education programs. The paper provides valuable insights into improving the preparation of special education teachers by incorporating structured practicum experiences and innovative models that blend theoretical knowledge with practical application.