• Title/Summary/Keyword: Confluent education

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GENERALIZATION OF EXTENDED BETA FUNCTION, HYPERGEOMETRIC AND CONFLUENT HYPERGEOMETRIC FUNCTIONS

  • Lee, Dong-Myung;Rathie, Arjun K.;Parmar, Rakesh K.;Kim, Yong-Sup
    • Honam Mathematical Journal
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    • v.33 no.2
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    • pp.187-206
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    • 2011
  • The main object of this paper is to present generalization of extended beta function, extended hypergeometric and confluent hypergeometric function introduced by Chaudhry et al. and obtained various integral representations, properties of beta function, Mellin transform, beta distribution, differentiation formulas transform formulas, recurrence relations, summation formula for these new generalization.

SOME FRACTIONAL INTEGRAL FORMULAS INVOLVING THE PRODUCT OF CONFLUENT HYPERGEOMETRIC FUNCTIONS

  • Kim, Yongsup
    • Honam Mathematical Journal
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    • v.39 no.3
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    • pp.443-451
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    • 2017
  • Very recently, Agarwal gave remakably a scads of fractional integral formulas involving various special functions. Using the same technique, we obtain certain(presumably) new fractional integral formulas involving the product of confluent hypergeometric functions. Some interesting special cases of our two main results are considered.

RETRIAL QUEUEING SYSTEM WITH COLLISION AND IMPATIENCE

  • Kim, Jeong-Sim
    • Communications of the Korean Mathematical Society
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    • v.25 no.4
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    • pp.647-653
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    • 2010
  • We consider an M/M/1 retrial queue with collision and impatience. It is shown that the generating functions of the joint distributions of the server state and the number of customers in the orbit at steady state can be expressed in terms of the confluent hypergeometric functions. We find the performance characteristics of the system such as the blocking probability and the mean number of customers in the orbit.

NEW LAPLACE TRANSFORMS FOR THE GENERALIZED HYPERGEOMETRIC FUNCTION 2F2

  • KIM, YONG SUP;RATHIE, ARJUN K.;LEE, CHANG HYUN
    • Honam Mathematical Journal
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    • v.37 no.2
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    • pp.245-252
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    • 2015
  • This paper is in continuation of the paper very recently published [New Laplace transforms of Kummer's confluent hypergeometric functions, Math. Comp. Modelling, 55 (2012), 1068-1071]. In this paper, our main objective is to show one can obtain so far unknown Laplace transforms of three rather general cases of generalized hypergeometric function $_2F_2(x)$ by employing generalized Watson's, Dixon's and Whipple's summation theorems for the series $_3F_2$ obtained earlier in a series of three research papers by Lavoie et al. [5, 6, 7]. The results established in this paper may be useful in theoretical physics, engineering and mathematics.

Research on Creative Confluence Competency of Occupational Therapy Students (작업치료(학)과 대학생의 창의융합역량에 대한 조사연구)

  • Park, Juyoung;Jung, Namhae
    • Journal of The Korean Society of Integrative Medicine
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    • v.8 no.3
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    • pp.113-120
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    • 2020
  • Purpose : The purpose of this study is to investigate creative confluence competency of occupational therapy students and to understand the correlations between five sub-elements of creative confluence competency. Methods : The subjects of this study were 132 occupational therapy students. The data collection period was from February 12, 2020, to February 28, 2020. A Google questionnaire was used to collect data through SNS; 16 data with insufficient responses were excluded, and 116 data were finally analyzed. The collected data was processed using SPSS 21.0. The data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe's test and Pearson's correlation coefficient. Results : The mean scores for creative confluence competency of the occupational therapy students is as follows: Creative ability 3.12±.58, creative personality 3.29±.55, creative leadership 3.50±.53, convergent thinking 3.23±.57, confluent value creation 3.04±.59. Occupational therapy students' creative leadership competence was highest, and confluent value creation competence was lowest. The average score of creative confluence competency of occupational therapy students was 3.12±.58, and the Cronbach' α value of the creative confluence competency was .97, which was very reliable. There was a positive correlation between the five sub-elements of creative confluence competency. Conclusion : The data in this study are related to efforts to improve occupational therapy students' creative confluence competency and prepare for convergence education. And It is expected to be used as basic data for the development of occupational therapist competency to prepare for the 4th industrial revolution.

SOME τ-EXTENSIONS OF LAURICELLA FUNCTIONS OF SEVERAL VARIABLES

  • KALLA, SHYAM LAL;PARMAR, RAKESH KUMAR;PUROHIT, SUNIL DUTT
    • Communications of the Korean Mathematical Society
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    • v.30 no.3
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    • pp.239-252
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    • 2015
  • Motivated mainly by certain interesting extensions of the ${\tau}$-hypergeometric function defined by Virchenko et al. [11] and some ${\tau}$-Appell's function introduced by Al-Shammery and Kalla [1], we introduce here the ${\tau}$-Lauricella functions $F_A^{(n),{\tau}_1,{\cdots},{\tau}_n}$, $F_B^{(n),{\tau}_1,{\cdots},{\tau}_n}$ and $F_D^{(n),{\tau}_1,{\cdots},{\tau}_n}$ and the confluent forms ${\Phi}_2^{(n),{\tau}_1,{\cdots},{\tau}_n}$ and ${\Phi}_D^{(n),{\tau}_1,{\cdots},{\tau}_n}$ of n variables. We then systematically investigate their various integral representations of each of these ${\tau}$-Lauricella functions including their generating functions. Various (known or new) special cases and consequences of the results presented here are also considered.

INTEGRAL REPRESENTATIONS FOR SRIVASTAVA'S HYPERGEOMETRIC FUNCTION HB

  • Choi, June-Sang;Hasanov, Anvar;Turaev, Mamasali
    • The Pure and Applied Mathematics
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    • v.19 no.2
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    • pp.137-145
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    • 2012
  • While investigating the Lauricella's list of 14 complete second-order hypergeometric series in three variables, Srivastava noticed the existence of three additional complete triple hypergeometric series of the second order, which were denoted by $H_A$, $H_B$ and $H_C$. Each of these three triple hypergeometric functions $H_A$, $H_B$ and $H_C$ has been investigated extensively in many different ways including, for example, in the problem of finding their integral representations of one kind or the other. Here, in this paper, we aim at presenting further integral representations for the Srivatava's triple hypergeometric function $H_B$.

CERTAIN INTEGRAL REPRESENTATIONS OF EULER TYPE FOR THE EXTON FUNCTION $X_2$

  • Choi, June-Sang;Hasanov, Anvar;Turaev, Mamasali
    • The Pure and Applied Mathematics
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    • v.17 no.4
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    • pp.347-354
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    • 2010
  • Exton [Hypergeometric functions of three variables, J. Indian Acad. Math. 4 (1982), 113~119] introduced 20 distinct triple hypergeometric functions whose names are $X_i$ (i = 1, ..., 20) to investigate their twenty Laplace integral representations whose kernels include the confluent hypergeometric functions $_oF_1$, $_1F_1$, a Humbert function ${\Psi}_2$, a Humbert function ${\Phi}_2$. The object of this paper is to present 16 (presumably new) integral representations of Euler type for the Exton hypergeometric function $X_2$ among his twenty $X_i$ (i = 1, ..., 20), whose kernels include the Exton function $X_2$ itself, the Appell function $F_4$, and the Lauricella function $F_C$.

The Gap between Key Competency of Engineering Majors and Academic Curriculum (이공계 전공자의 핵심역량과 교육과정 간 격차에 관한 연구)

  • Lee, Seung-Hyun;Cheon, Young-Joon;Leem, Choon-Sung;Eom, Joon-Young
    • 한국정보교육학회:학술대회논문집
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    • 2010.08a
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    • pp.135-142
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    • 2010
  • The scope of key competency of engineering majors has been expanded for last decades. Nowadays, not only major knowledge but also extracurricular knowledge such as business, economics, law and so on are regarded as prerequisites for successful performance at work sites. In this context, we defined several determinants of key competency classified into attitude, knowledge and skill, and investigated their relative importance perceived by Korean companies (n=145). Based on the results, the gap between key competency of engineering majors and academic curriculums of universities (n=182) was analyzed. Subsequently, regional difference and qualitative disparity between universities were also revealed.

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