• Honam Mathematical Journal
• /
• v.32 no.3
• /
• pp.467-480
• /
• 2010

There are various papers on finding all the derivations of a non-associative algebra and an anti-symmetrized algebra (see [2], [3], [4], [5], [6], [10], [13], [15], [16]). We and all the derivations of the growing algebra WN($e^{{\pm}x_1x_2x_3}$, 0, 3)[1] with the set of all right annihilators $T_3$ = $\{id,\;\partial_1,\;\partial_2,\;\partial_3\}$ in the paper. The dimension of $Der_{non}$(WN($e^{{\pm}x_1x_2x_3}$, 0, 3)$_{[1]}$) of the algebra WN($e^{{\pm}x_1x_2x_3}$, 0, 3)$_{[1]}$ is one and every derivation of the algebra WN($e^{{\pm}x_1x_2x_3}$, 0, 3)$_{[1]}$ is outer. We show that there is a class P of purely outer algebras in this work.

• Bulletin of the Korean Mathematical Society
• /
• v.42 no.4
• /
• pp.869-873
• /
• 2005

In this note we give a positive answer to the conjecture by Fong and Istratescu.

• The korean journal of orthodontics
• /
• v.40 no.3
• /
• pp.134-144
• /
• 2010

Objective: The aim of this study was to evaluate the volumes and areas of the upper airways in children with Class II malocclusion, using three dimensional cone-beam computed tomography (CBCT) and to compare the volumetric and cross-sectional measurements and cephalometric variables to investigate possible relationships between the upper airway and facial morphology. Methods: CBCT scans were obtained from 37 subjects (17 boys and 20 girls; average age, 11.02 years). The upper airway volumes and areas were measured, and compared with cephalometric variables. Results: The area of the PNS-posterior plane ($S_{PP}$) was significantly smaller in the Class II malocclusion group (p < 0.05). Also, the volumetric and cross-sectional measurements were lower in Class II than in Class I malocclusion groups, although the differences were not significant between the two groups (p > 0.05). The Class II malocclusion group showed significantly smaller values of PFH, mandibular body length, pog to N perp and showed larger values of FMA, ANB, and facial convexity than the Class I malocclusion group. The volume of the upper airway in front of PNS point (WN) showed negative correlation with ANB (p < 0.05). Conclusions: The Class II malocclusion group had a narrower upper airway associated with a decreased posterior facial height and a divergent growth pattern than the Class I malocclusion group.

• Journal of The Korean Association For Science Education
• /
• v.34 no.3
• /
• pp.273-283
• /
• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.

• Journal of Science Education
• /
• v.36 no.1
• /
• pp.153-165
• /
• 2012

This study investigated the frequent mistakes and the causes of the alternative conceptions in the animal classification by using the questionnaire and interview with the middle school students (N=300). As results, some students have difficulties classifying suggested animals into vertebrates or invertebrates : snakes (31.7%), shrimps (28.3%), turtles (25.6%), frogs (24.7%), and starfish (10.7%) in order of precedence. These errors seemed to be caused by intuitive thinking over characteristics of physical motions and appearance of suggested animals, wrong inference from comparing to features of familiar animals and the lack of observation experience of the vertebrate backbone. Furthermore, the results showed that relatively many students made a mistake classifying subgroup members of vertebrates such as classifying salamanders into the class Reptilia (45.3%) and turtles into Amphibia (40.3%). It is likely that those errors are affected by ambiguousness of classification terminology (e.g. the term of Amphibia) and weak ability in relating the physiological and ecological feature to standard of classification feature. In addition, sociocultural factors could influence animal classification as 'bat in birds', 'whale in fish, and 'penguin in mammals'. The present study implied that teaching and learning animal classification may require an appropriate guide focused on activities to explore major characteristics used for the animal classification standard through providing more chances of animal observation rather than the cramming method of learning induced by technical memorizing.