• Journal of the Korean Mathematical Society
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• v.51 no.5
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• pp.1089-1104
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• 2014

An operator $T{\in}L(H)$, is said to belong to k-quasi class $A_n^*$ operator if $$T^{*k}({\mid}T^{n+1}{\mid}^{\frac{2}{n+1}}-{\mid}T^*{\mid}^2)T^k{\geq}O$$ for some positive integer n and some positive integer k. First, we will see some properties of this class of operators and prove Weyl's theorem for algebraically k-quasi class $A_n^*$. Second, we consider the tensor product for k-quasi class $A_n^*$, giving a necessary and sufficient condition for $T{\otimes}S$ to be a k-quasi class $A_n^*$, when T and S are both non-zero operators. Then, the existence of a nontrivial hyperinvariant subspace of k-quasi class $A_n^*$ operator will be shown, and it will also be shown that if X is a Hilbert-Schmidt operator, A and $(B^*)^{-1}$ are k-quasi class $A_n^*$ operators such that AX = XB, then $A^*X=XB^*$. Finally, we will prove the spectrum continuity of this class of operators.

• Kyungpook Mathematical Journal
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• v.59 no.3
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• pp.415-431
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• 2019

In this paper we introduce a new class of operators which will be called the class of k-quasi-class A(s, t) operators. An operator $T{\in}B(H)$ is said to be k-quasi-class A(s, t) if $$T^{*k}(({\mid}T^*{\mid}^t{\mid}T{\mid}^{2s}{\mid}T^*{\mid}^t)^{\frac{1}{t+s}}-{\mid}T^*{\mid}^{2t})T^k{\geq}0$$, where s > 0, t > 0 and k is a natural number. We show that an algebraically k-quasi-class A(s, t) operator T is polaroid, has Bishop's property ${\beta}$ and we prove that Weyl type theorems for k-quasi-class A(s, t) operators. In particular, we prove that if $T^*$ is algebraically k-quasi-class A(s, t), then the generalized a-Weyl's theorem holds for T. Using these results we show that $T^*$ satisfies generalized the Weyl's theorem if and only if T satisfies the generalized Weyl's theorem if and only if T satisfies Weyl's theorem. We also examine the hyperinvariant subspace problem for k-quasi-class A(s, t) operators.

• Journal of the Chungcheong Mathematical Society
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• v.24 no.1
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• pp.113-119
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• 2011

Let T be a bounded linear operator on a complex Hilbert space $\mathcal{H}$. An operator T is called class A operator if ${\left|{T^2}\right|}{\geq}{\left|{T^2}\right|}$ and is called class A(k) operator if $({T^*\left|T\right|^{2k}T})^{\frac{1}{k+1}}{\geq}{\left|T\right|}^2$. In this paper, we show that ${\sigma}$ is continuous when restricted to the set of class A operators and consider the tensor products of class A(k) operators.

• Journal of applied mathematics & informatics
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• v.23 no.1_2
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• pp.505-516
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• 2007

In this paper, we provide some fundamental properties and basic theoretical results of K-class-based dedicated storage policy in a unit load system assuming the constant-space assumption that the number of storage locations for a class is not the maximum aggregate inventory position for a class but the sum of space requirement for products assigned to the class. The main theorem is that there exists a (K+1) -class-based storage layout whose expexted single command (SC) travel time is not greater than that of a K-class-based storage layout, i.e, $E(SC^*_{K+1}){\leq}E(SC^*_K)\;for\;K=1,{\cdots}$, (n-1).

• East Asian mathematical journal
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• v.38 no.5
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• pp.583-591
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• 2022

Let K be an imaginary quadratic field and 𝒪 be an order in K. Let H_𝒪 be the ring class field of 𝒪. Furthermore, for a positive integer N, let K_𝒪,N be the ray class field modulo N𝒪 of 𝒪. When the discriminant of 𝒪 is different from -3 and -4, we construct an extended form class group which is isomorphic to the Galois group Gal(K_𝒪,N/H_𝒪) and describe its Galois action on K_𝒪,N in a concrete way.

• Management Science and Financial Engineering
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• v.17 no.2
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• pp.23-37
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• 2011

In this paper, we address a layout design problem for determining an optimal 4-class-based dedicated linear storage layout in a class of unit load storage systems. Assuming that space requirement for a class is the sum of the maximum inventory levels of products assigned to the class, and that one-way travel time is a linear function of storage index, we formulate a 4-class-based dedicated linear storage problem PTL[4] and provide an exact splitting algorithm with $O(n{\lceil}logn{\rceil})$. Our algorithms could be applied to more than a 4-class-based dedicated storage layout problem with slight modification in order to reduce computational execution time.

• Bulletin of the Korean Mathematical Society
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• v.52 no.5
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• pp.1559-1568
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• 2015

The relative class number $H_d(f)$ of a real quadratic field $K=\mathbb{Q}(\sqrt{m})$ of discriminant d is the ratio of class numbers of $O_f$ and $O_K$, where $O_K$ denotes the ring of integers of K and $O_f$ is the order of conductor f given by $\mathbb{Z}+fO_K$. In a recent paper of A. Furness and E. A. Parker the relative class number of $\mathbb{Q}(\sqrt{m})$ has been investigated using continued fraction in the special case when $(\sqrt{m})$ has a diagonal form. Here, we extend their result and show that there exists a conductor f of relative class number 1 when the continued fraction of $(\sqrt{m})$ is non-diagonal of period 4 or 5. We also show that there exist infinitely many real quadratic fields with any power of 2 as relative class number if there are infinitely many Mersenne primes.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Human Ecology Research
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• v.54 no.4
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• pp.351-363
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• 2016

This study examined in depth what teachers experience in a practical problem-based home economics class. This study established the research question, "What do teachers experience in the practical problem-based home economics class?" and selected three teacher participants who had steadily performed a practical problem-based home economics class to directly observe classes and conducted intensive interviews with the class performing teachers. The three research participants performed the practical problem-based class as a method of practicing their educational beliefs and based on a problem consciousness that textbook centered classes focusing on concepts cannot manage. They also tried to make efforts to reconstruct the textbook centered with practical problems to promote the critical thinking abilities of students. In practicing the practical problem-based class, the research participants recognized that it was important to show the present problems in reality to the students, teach broad value concepts, and establish rapport with students. They tried to make class content correspond to class evaluation. They felt awarded in how they influenced the development of students and the perception of home economics subjects in a positive way as well as experienced various actual difficulties in performing the practical problem-based class. The three research participants examined themselves through the agony and reflection of the class, and integrated the class with daily activities by applying problem solving methods of practical problem-based classes to their lives.

• Bulletin of the Korean Mathematical Society
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• v.57 no.3
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• pp.781-802
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• 2020

For a fixed semi-Wakamatsu-tilting module _AT, we generalize the concepts of Auslander class, Bass class, and investigate many homological properties of such classes. Moreover, we establish an equivalence between the class of ∞-T-cotorsionfree modules and a subclass of the class of T-adstatic modules. Finally, a similar version of Auslander-Bridger approximation theorem and a nice property of relative cotranspose are obtained.