• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.3
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• pp.338-348
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• 2006

We classify the 3-classes In the semigroup M$_5$(F) of all 5$\times$5 Boolean matrices over F=(0,1).

• Kyungpook Mathematical Journal
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• v.63 no.2
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• pp.225-234
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• 2023

In this paper, we use the use the linear operator ʒ^x_τ,σ(u, v, y)𝔣(z) and the concept of the subordination to analyse the general class of all analytic univalent functions. Our main results are implication properties between the classes of such functions and the application of these properties to special cases.

• Honam Mathematical Journal
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• v.42 no.2
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• pp.377-389
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• 2020

In this paper, we are mainly interested to find sufficient conditions for the convolution operator 𝓨_λ,µf(z) = zW_λ,µ(z) ∗ f(z) belonging to the classes 𝓤𝓒𝓥 (k, α), 𝓢_p (k, α), S*_ς and C_ς.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.241-252
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• 2023

This study aims to increase students' understanding of equilibrium, one of the many concepts in chemistry that students find difficult. Dynamic equilibrium must be dealt with at the sub-microscopic level where the real and the representation overlap in order to microscopically understand the constant motion and interaction of particles and to understand the macroscopic characteristics expressed through this. However, as a result of analyzing 9 Chemistry I textbooks, the expression approach for equilibrium had some limitations. As a strategy to understand equilibrium at a sub-microscopic approach, the classes using scratch were consisted of a total of 4 hours, and it was implemented with 56 students. The classes were composed of 6 steps, and it was designed to understand equilibrium step by step. As a result of comparing the pretest and post- test, the number of students who got both the microscopic and macroscopic explanations of chemical equilibrium correct increased largely. Through this, it was possible to get a glimpse of the applicability of classes using scratch as the approach strategy of the sub-microscopic representation.

• Korean Journal of Mathematics
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• v.29 no.4
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• pp.665-677
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• 2021

The main object of this study is to introduce the spaces $c_0({\hat{F}^q)$ and $c({\hat{F}^q)$ derived by the matrix ${\hat{F}^q$ which is the multiplication of Riesz matrix and Fibonacci matrix. Moreover, we find the 𝛼-, 𝛽-, 𝛾- duals of these spaces and give the characterization of matrix classes (${\Lambda}({\hat{F}^q)$, Ω) and (Ω, ${\Lambda}({\hat{F}^q)$) for 𝚲 ∈ {c₀, c} and Ω ∈ {ℓ₁, c₀, c, ℓ_∞}.

• Kyungpook Mathematical Journal
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• v.28 no.2
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• pp.173-176
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• 1988

• Communications of the Korean Mathematical Society
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• v.37 no.2
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• pp.537-549
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• 2022

In this paper, we consider a convex univalent function f_α,β which maps the open unit disc 𝕌 onto the vertical strip domain Ω_α,β = {w ∈ ℂ : α < ℜ < (w) < β} and introduce new subclasses of both close-to-convex and bi-close-to-convex functions with respect to an odd starlike function associated with Ω_α,β. Also, we investigate the Fekete-Szegö type coefficient bounds for functions belonging to these classes.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.102-111
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• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.464-467
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• 1996

This paper aims to exploit inter/intra-speaker phoneme sub-class variations as criteria for adaptation in a phoneme recognition system based on a novel neural network architecture. Using a subcluster neural network design based on the One-Class-in-One-Network (OCON) feed forward subnets, similar to those proposed by Kung (2) and Jou (1), joined by a common front-end layer. the idea is to adapt only the neurons within the common front-end layer of the network. Consequently resulting in an adaptation which can be concentrated primarily on the speakers vocal characteristics. Since the adaptation occurs in an area common to all classes, convergence on a single class will improve the recognition of the remaining classes in the network. Results show that adaptation towards a phoneme, in the vowel sub-class, for speakers MDABO and MWBTO Improve the recognition of remaining vowel sub-class phonemes from the same speaker

• Human Ecology Research
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• v.59 no.4
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• pp.433-448
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• 2021

The purpose of this study was to analyze two subject competencies (practical problem-solving capability and independent life capability) reflected in the activity tasks included in the 'home life and safety' area of 12 middle school technology-home economics textbooks in accordance with the 2015 revised curriculum. The analysis criteria were sub-elements of two subject competencies. Seven sub-elements were derived from each competency. Frequency analysis was performed to determine how often the sub-elements were reflected in the activity tasks. The results were as follows. First, with regard to the sub-elements of 'practical problem-solving capability', 'value judgment' was reflected most frequently in the activity tasks followed by 'exemplification of solution', 'logical thinking', 'critical thinking', 'decision-making', 'practical reasoning', and 'evaluation of solutions'. Secondly, the sub-elements of 'independent life capability' were unevenly distributed in the activity tasks. The 'capability to perform conscious living' was reflected most frequently followed by 'development and self-identity', 'time, money, and leisure management', and 'reasonable consumption and resource utilization'. For teachers wanting to teach activity-oriented classes and student participatory classes, the results pinpoint the materials necessary to develop learners' subject competencies by using textbooks from different publishing companies.