• Journal of the Earthquake Engineering Society of Korea
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• v.20 no.4
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• pp.245-256
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• 2016

In the companion paper (I - Database and Site Response Analyses), site-specific response analyses were performed at more than 300 domestic sites. In this study, a new site classification system and design response spectra are proposed using results of the site-specific response analyses. Depth to bedrock (H) and average shear wave velocity of soil above the bedrock ($V_{S,Soil}$) were adopted as parameters to classify the sites into sub-categories because these two factors mostly affect site amplification, especially for shallow bedrock region. The 20 m of depth to bedrock was selected as the initial parameter for site classification based on the trend of site coefficients obtained from the site-specific response analyses. The sites having less than 20 m of depth to bedrock (H1 sites) are sub-divided into two site classes using 260 m/s of $V_{S,Soil}$ while the sites having greater than 20 m of depth to bedrock (H2 sites) are sub-divided into two site classes at $V_{S,Soil}$ equal to 180 m/s. The integration interval of 0.4 ~ 1.5 sec period range was adopted to calculate the long-period site coefficients ($F_v$) for reflecting the amplification characteristics of Korean geological condition. In addition, the frequency distribution of depth to bedrock reported for Korean sites was also considered in calculating the site coefficients for H2 sites to incorporate sites having greater than 30 m of depth to bedrock. The relationships between the site coefficients and rock shaking intensity were proposed and then subsequently compared with the site coefficients of similar site classes suggested in other codes.

• Journal of applied mathematics & informatics
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• v.42 no.3
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• pp.567-582
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• 2024

A total coloring of a graph G is an assignment of colors to the elements of a graphs G such that no adjacent vertices and edges receive the same color. The total chromatic number of a graph G , denoted by χ''(G), is the minimum number of colors that suffice in a total coloring. In this paper, we proved the Behzad and Vizing conjecture for certain convex polytope graphs D^p_n, Q^p_n, R^p_n, E_n, S_n, G_n, T_n, U_n, C_n,respectively. This significant result in a graph G contributes to the advancement of graph theory and combinatorics by further confirming the conjecture's applicability to specific classes of graphs. The presented proof of the Behzad and Vizing conjecture for certain convex polytope graphs not only provides theoretical insights into the structural properties of graphs but also has practical implications. Overall, this paper contributes to the advancement of graph theory and combinatorics by confirming the validity of the Behzad and Vizing conjecture in a graph G and establishing its relevance to applied problems in sciences and engineering.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.389-404
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• 2016

This research aims to build a concept map reflecting gifted elementary students' perception on fun factors of the classes for the gifted. Data for this research was gathered through brainstorming of 80 students currently attending classes for the gifted. 10 of them were selected as focus group for classification and evaluation, and 140 gifted-class students were asked of the fun factors for level of agreement after concept map analysis. Results of the research were, first, 46 final statements about fun factors which are categorized into 6 sub-categories ('the gifted class teacher's encouragement and feedback', 'confidence and chance', 'teamwork and intimacy with gifted friends', 'fulfilling, beneficial, and rewarding feeling', 'new and special experiments', 'qualitatively different class level and learning environment'). Second, the gifted students showed highest level of agreement on 'new and special experiments' category among the 6 sub-categories. Implication of this research on the field has been discussed.

• Journal of applied mathematics & informatics
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• v.41 no.3
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• pp.511-524
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• 2023

An L(p₁, p₂, p₃, . . . , p_m)-labeling of a graph G is an assignment of non-negative integers, called as labels, to the vertices such that the vertices at distance i should have at least pi as their label difference. If p₁ = 4, p₂ = 3, p₃ = 2, p₄ = 1, then it is called a L(4, 3, 2, 1)-labeling which is widely studied in the literature. A L(4, 3, 2, 1)-path coloring of graphs, is a labeling g : V (G) → Z⁺ such that there exists at least one path P between every pair of vertices in which the labeling restricted to this path is a L(4, 3, 2, 1)-labeling. This concept was defined and results for some simple graphs were obtained by the same authors in an earlier article. In this article, we study the concept of L(4, 3, 2, 1)-path coloring for complete bipartite graphs, 2-edge connected split graph, Cartesian product and join of two graphs and prove an existence theorem for the same.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.23 no.5
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• pp.73-86
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• 2020

In the modern era, the elementary schools in the Republic of Korea are advanced with the competitive world. Thus advancement in technology, and other factors in the elementary schools are releases some kind of particulate matter (PM), which causes deleterious effects on school students health, academic program, growth and development. The school students are susceptible to PM particularly, PM₁₀ and PM_2.5. Based on this hazardous effect of PM on school students we conducted the research on the elementary schools class rooms by introducing vertical gardening system to get the schools "ever green". The main aim of this study is to investigate the environmental factors in the educational effect program in the class rooms and indoor air quality changes. For the educational effect, the 4th operation program was applied to 2 schools for 2 hours once a month from September to December 2019. Each school conducted a survey on satisfaction, plant friendliness, and environmental sensibilities, targeting classes that participated in the green school program and those who did not. The environmental effects were monitored by installing indoor air quality facility in the program participating classes and the non-participating classes. From November 2019 to December 2019, three factors were measured: PM10, PM2.5, and humidity. The results were analyzed by T-test using the SPSS 24.0 software program. As a result of the analysis, student's overall satisfaction with the program and their intention to re-engage were high in terms of educational effect. It was also found to be effective in emotional, educational, social, and physical aspects. In particular, it was found that there was a statistically significant effect on improving plant friendliness in terms of plant friendliness and environmental sensitivity. In terms of environmental effects, it was found that there was a significant difference between the program-applied and non-programmed classes in PM10, PM2.5, and humidity. Through this study, it was confirmed that the plant education program using vertical gardens is effective in both the educational effect and the improvement of indoor air quality in the classroom. In conclusion, vertical gardening system in the elementary schools should implement for the beneficial of young generation development and back bone to the nation.

• Journal of Environmental Science International
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• v.22 no.2
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• pp.139-149
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• 2013

Anthropogenic increases in greenhouse gas concentrations, primarily through radiative forcing from carbon dioxide, continue to challenge earth's climate. This study quantified $CO_2$ storage and uptake by dominant forest types and age classes in the middle region of Korea. In addition, the role of forest landscapes in reducing atmospheric $CO_2$ against $CO_2$ emissions based on energy consumption was evaluated. Mean $CO_2$ storage and uptake per unit area by woody plants for three forest types and four age classes were estimated applying regression equations derived to quantify $CO_2$ storage and uptake per tree; and computations per soil unit area were also performed. Total $CO_2$ storage and uptake by forest landscapes were estimated by extrapolating $CO_2$ storage and uptake per unit area. Results indicated mean $CO_2$ storage per unit area by woody plants and soils was higher in older age classes for the same forest types, and higher in broadleaved than coniferous forests for the same age classes, with the exception of age class II (11-20 years). $CO_2$ storage by broadleaved forests of age class V (41-50 years) averaged 662.0 t/ha (US$331.0 hundred/ha), highest for all forest types and age classes evaluated. Overall, an increased mean $CO_2$ uptake per unit area by woody plants was evident for older age classes for the same forest types. However, decreased $CO_2$ uptake by broadleaved forests at age class V was observed, compared to classes III and IV with an average of 27.9 t/ha/yr (US$14.0 hundred/ha/yr). Total $CO_2$ storage by woody plants and soils in the study area was equivalent to 3.4 times the annual $CO_2$ emissions, and woody plants annually offset the $CO_2$ emissions by 17.7%. The important roles of plants and soils were associated with 39.1% of total forest area in South Korea, and $CO_2$ emissions comprised 62.2% of the total population. Therefore, development of forest lands may change $CO_2$ sinks into sources. Forest landscape management strategies were explored to maintain or improve forest roles in reducing atmospheric $CO_2$ levels.

• Korean Journal of Mathematics
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• v.28 no.2
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• pp.361-378
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• 2020

The most apparent aspect of the present study is to introduce a new sequence space 𝚽^⋆(𝓛_p) derived by double Euler-Totient matrix operator. We examine its topological and algebraic properties and give an inclusion relation. In addition to those, the α-, β(bp)- and γ-duals of the space 𝚽^⋆(𝓛_p) are determined and finally, some 4-dimensional matrix mapping classes related to this space are characterized.

• Korean Journal of Mathematics
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• v.29 no.3
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• pp.519-526
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• 2021

In a very recent paper, Yousef et al. [Anal. Math. Phys. 11: 58 (2021)] introduced two new subclasses of analytic and bi-univalent functions and obtained the estimates on the first two Taylor-Maclaurin coefficients |a₂| and |a₃| for functions belonging to these classes. In this study, we introduce a general subclass 𝔅^h,p_Σ(λ, μ, 𝛿) of analytic and bi-univalent functions in the unit disk 𝕌, and investigate the coefficient bounds for functions belonging to this general function class. Our results improve the results of the above mentioned paper of Yousef et al.

• Korean Journal of Computational Design and Engineering
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• v.13 no.2
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• pp.98-108
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• 2008

Plant, civil engineering and construction equipment data of overseas construction are obtained and then analyzed, classified and integrated by experts. With those refined data set, we built classification system and defined property information with reference to international standard (ISO 15926, IRDL). If class in ISO 15926 is predefined for equipment of interest, we used the class as is. If not, we created and defined new classes on the basis of ISO 15926 classes. If there is similar class for equipment of interest, extension or inheritance methods were used. As a result, classification system of five levels and 637 classes were built and construction equipment information were expressed in open structure of XML such as tree structure of classification system and detailed information with number equipments for each specific equipment. We also developed the electronic catalog system which is basically equipment information management system providing various product search functions.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.406-425
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• 2019

The purpose of this study is to analyze The Effect of Teacher Participation-oriented Education Program (TPEP) centered on Multi-Faceted Analysis of Elementary Science Classes on the Class Expertise of novice teacher. First, in order to develop the TPEP, lectures and exploratory science classes were analyzed using imaging and eye-tracking techniques. In this study, the TPEP was developed in five stages: image analysis, eye analysis, teaching language analysis, gesture analysis, and class development. Participants directly analyzed the classes of experienced and novice teachers at each stage. The TPEP developed in this study is different from the existing teacher education program in that it reflected the human performance technology aspects. The participants analyzed actual elementary science classes in a multi-faceted way and developed better classes based on them. The results of this study are as follows. First, at the teacher training institutions and the school sites, pre-service teachers and novice teachers should be provided with various experiences in class analysis and multi-faceted analysis of their own classes. Second, through this study, we were able to identify the limitations of existing class observations and video analysis. Third, the TPEP should be developed to improve the novice teachers' class expertise. Finally, we hope that the results of this study are used as basic data in developing programs to improve teachers' class expertise in teacher training institutions and education policy institutions.