• Bulletin of the Korean Mathematical Society
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• v.54 no.2
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• pp.399-416
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• 2017

In this paper, we study a class of Finsler metrics called general (${\alpha},{\beta}$)-metrics, which are defined by a Riemannian metric ${\alpha}$ and a 1-form ${\beta}$. We show that every general (${\alpha},{\beta}$)-metric with isotropic Berwald curvature is either a Berwald metric or a Randers metric. Moreover, a lot of new isotropic Berwald general (${\alpha},{\beta}$)-metrics are constructed explicitly.

• Bulletin of the Korean Mathematical Society
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• v.54 no.4
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• pp.1293-1307
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• 2017

General (${\alpha},{\beta}$)-metrics form a rich class of Finsler metrics. They include many important Finsler metrics, such as Randers metrics, square metrics and spherically symmetric metrics. In this paper, we find equations which are necessary and sufficient conditions for such Finsler metric to be locally projectively flat. By solving these equations, we obtain all of locally projectively flat general (${\alpha},{\beta}$)-metrics under certain condition. Finally, we manufacture explicitly new locally projectively flat Finsler metrics.

• Proceedings of the Korean Statistical Society Conference
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• 2001.11a
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• pp.121-124
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• 2001

In this paper, partial diallel crosses designs are proposed. These designs for estimating general combining abilities are constructed by using m-associate class partially balanced incomplete block designs. Also, the efficiency of the partially diallel crosses designs obtained through this method is reported in table.

• Journal of the Korean Operations Research and Management Science Society
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• v.14 no.2
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• pp.97-104
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• 1989

This paper extends the existence proofs of a Nash equilibrium to a more general class of differentila game models with constraints on the control spaces. With the assumptions of continuity, convexity, and compactness, the existence is proved using Kakutani Theorem and via a path-following approach. Furthermore, the proof for a period-by-period optimization of multi-period problems provides an insight to a numerical solution algorithm to differential game models with constraints.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.71-81
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• 2013

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.129-139
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• 2014

This study was conducted to examine the effect of elementary science class using name card method on scientific learning motivation and academic achievement of elementary students. Two sixth grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using name card method. General class according to teacher manual was implemented for the comparison group. Elementary science class applying name card method was conducted for 10 sessions throughout the experimental period of 8 weeks. The results of this study were as follows. First, elementary science class with name card method was effective in improving scientific learning motivation. Second, elementary science class with name card method had significant effect on improvement of scientific learning academic achievement. The study results showed that elementary science class with name card method was effective for scientific learning motivation and academic achievement of elementary students.

• Journal of Korean Elementary Science Education
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• v.36 no.2
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• pp.143-154
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• 2017

The purpose of this study is to examine the educational effects of STEAM class by focusing on $21^{st}$ century learner competencies based on burning and extinguishing unit. Two 6th grade classes were divided into experimental group and comparison group to treat the experimental group with elementary science class using STEAM class. General class according to teacher manual was implemented for the comparison group. Elementary science class applying STEAM class was conducted for 9 lessons throughout the experimental period. The result of this study are as follows. Elementary science class with STEAM class had significant effect on 21st century learner competencies compared to traditional instructor-led classroom. Looking specifically, it was a significant difference in the three domains of the seven domains (problem solving, collaboration, flexibility). The study results indicated that STEAM class was effective in improving learners'recognition of 21st century learner competencies.

• The Korean Journal of Community Living Science
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• v.22 no.1
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• pp.163-179
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• 2011

This study was conducted in an inclusion class in M Inclusion Day Care Center in Busan. Thirteen sessions of cooperation teaching were applied in the inclusion class. In this sense, the purpose of this study was to identify what kinds of change occurred in the perspectives of teachers' role on both the general education teacher and the special education teacher during cooperation teaching. The data were collected through participation observations, teachers' reflective journals, and interviews. From the results of the study, it could be suggested that various types of teaching strategies need to be introduced to both teachers from the beginning of inclusion so that the general teacher and the special education teacher could understand each others roles and tasks, share opinions and ideas about daily activities, and experience the roles of the other teacher.

• 한국데이터정보과학회:학술대회논문집
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• 2003.10a
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• pp.123-123
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• 2003

More elaborated methods allowing the usage of binary classifiers for the resolution of multi-class classification problems are briefly presented. This way of using FSVC to learn a K-class classification problem consists in choosing the maximum applied to the outputs of K FSVC solving a one-per-class decomposition of the general problem.

• Journal of Science Education
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• v.46 no.3
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• pp.293-311
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• 2022

In this study, a restriction enzyme mapping inquiry experiment was developed for cultivating basic knowledge on molecular biology and the effects on inquiry experiment ability and positive experience on science through student-centered molecular biology inquiry experiment class for second graders of a general high school was analyzed. First of all, it was found that the experimental class through the inquiry experiment was significantly effective as the percentage of high school students who answered 'yes' or higher in the positive science experience of general high school students was higher after than before the test. As a result of developing and applying a series of five classes for the creation of restriction enzyme maps, not only did the students' interest in science studies, but also their class participation increased. They were also used as effective specific science learning motives, science career aspirations and experience data. The science environment of the inquiry experiment class led to the improvement of students' learning attitudes and positive science experience, which had a positive effect on the importance of class concentration and class quality, active communication and mutual cooperation among students. In addition, inquiry and experiment classes will provide opportunities for career experience, which will become the foundation for cultivating basic knowledge on molecular biology and advancing to science and engineering.