• Communications for Statistical Applications and Methods
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• v.11 no.1
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• pp.169-179
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• 2004

Partially balanced diallel cross designs with m-associate classes are defined and two general methods of construction are presented. Two-associate class designs based upon group divisible, triangular, and extended group divisible association schemes obtained using the general methods are also given. Tables of designs for p$\leq$24 are also provided.

• 제어로봇시스템학회:학술대회논문집
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• 1989.10a
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• pp.1140-1145
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• 1989

A general dynamic iterative learning control scheme is proposed for a class of nonlinear systems. Relying on stabilizing high-gain feedback loop, it is possible to show the existence of Cauchy sequence of feedforward control input error with iteration numbers, which results in a uniform convergance of system state trajectory to the desired one.

• East Asian mathematical journal
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• v.31 no.5
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• pp.635-652
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• 2015

It is shown that for a general Haar shift operator, and a weight in the $A_2$ weight class, we establish the weighted norm estimate which linearly depends on $A_2$-characteristic $[w]_{A_2}$. Although the result is now well known, we introduce the new method, which is called the iterated Bellman function method, to provide the estimate.

• Journal of Ocean Engineering and Technology
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• v.18 no.3
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• pp.50-55
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• 2004

STX Shipbuilding Company is involved in the design and construction of the marine training ship of Korea Maritime University. Processing of this training ship development, model test results, and design of general arrangement results are introduced in this paper.

• Journal of the Korean Mathematical Society
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• v.49 no.1
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• pp.1-16
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• 2012

In the present paper we describe a class of Gorenstein, finite and at morphism ${\varrho}$: $X{\rightarrow}Y$ of degree 6 of algebraic varieties, called Anglo-American covers. We prove a general Bertini theorem for them and we give some evidence that the cover ${\varrho}$: $A{\rightarrow}\mathbb{P}_k^2$ associated general (1, 3)-polarized abelian surface is Anglo-American.

• Proceedings of the Korean Statistical Society Conference
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• 2005.05a
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• pp.95-100
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• 2005

In this paper a class of multifactor designs for estimating the slope of second order response surface regression models with correlated errors is considered. General conditions for second order slope rotatability over all directions and also with respect to the maximum directional variance in case of k=2 have been derived assuming errors have a general correlated error structure. And we consider the measures for evaluating slope rotatability with correlated errors similar to in case of uncorrelated error structures.

• Nonlinear Functional Analysis and Applications
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• v.29 no.2
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• pp.517-526
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• 2024

In this paper, some iterative methods are used to discuss the behavior of general mixed-harmonic variational inequalities. We employ the auxiliary principle technique and g-strongly harmonic monotonicity of the operator to obtain results on the existence of solutions to a generalized class of mixed harmonic variational inequality.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.459-469
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• 2021

In this study, we investigated the difference in the affective characteristics between science-gifted students and general students through the positive experiences about science (PES) index. We also explored ways to apply the characteristics of gifted classes suggeseted by the teachers of this study, which had a positive effect on science-gifted students, to general science classes. For this study, a PES survey was carried on middle school science-gifted students enrolled in the gifted education center in the central region and general middle school students in the same area who had no experience in gifted education. Based on the survey result, we conducted in-depth interviews with teachers, having teaching experience with both science-gifted and general students. The results revealed that science-gifted students showed a significantly higher PES index than general students in all five areas of PES. The area with the largest difference between the two groups was science-related self-concept and the smallest was science academic emotion. Teachers suggested ways to apply the characteristics of science-gifted classes to general science classes, such as organizing general science classes around inquiry activities, supporting class materials such as MBL or tablets, reconstructing the classes using materials reflecting students' needs, and changing the textbook content and narrative style, to induce students' interest and curiosity. Based on the study results, ways to enhance the PES through science classes for general students were proposed.

• Korean Security Journal
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• no.41
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• pp.97-121
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• 2014

A survey on effects of the participation style of martial art classes in students majoring in guard on both their major satisfaction and adapt to school lie was performed for 285 male and female students. The survey was carried out using a questionnaire on the participation style of martial art classes, degree of major satisfaction, and adapt to school life. Based on the survey, a correlation analysis was implemented to investigate effects of the martial art class participation styles on both major satisfaction and adapt to school life. Then, a multiple regression analysis was also performed. As a result, the sub-elements of the martial art class participation styles, such as the cooperative and participation styles, significantly affect the general satisfaction, class satisfaction, relationship satisfaction, and cognitive satisfaction in the major satisfaction. In the martial art class participation styles, the sub-elements, such as the cooperative, competitive, and participation styles, significantly affect the class, sociality, and adapt to school environments in adapt to school life. The sub-element of the major satisfaction, such as the general satisfaction, significantly affects the adaptations in class, sociality, and school environments in adapt to school life.

• The Journal of the Korea Contents Association
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• v.11 no.8
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• pp.499-511
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• 2011

The purpose of this paper was to investigate differences in middle school student's after school satisfaction according to the type and the degree of flow of after school. For the purpose of this paper, a survey was conducted including a questionnaire consisting of a general characteristic of the study object, a general characteristic of the after school class, learning-flow scale, and after school satisfaction scale. The subjects were 382 students who were selected at random from middle school students. Cronbach' ${\alpha}$ and MANOVA were employed for data analysis. The results were as follows: First, the students with special-ability aptitude class were more satisfied for after school instructors than the students with subject class. Second, the students with the degree of high learning-flow showed higher satisfaction in after school class curriculum, instructors, and educational facility than the degree of low learning-flow students. Third, among the students who were high in learning-flow, the students with special-ability aptitude class were more satisfied with after-school class curriculum and educational facility compared to the students with subject class.