• Journal of Technologic Dentistry
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• v.39 no.4
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• pp.263-273
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• 2017

Purpose: This study aimed to explore the relations between class distracting factors and class satisfaction of the dental technology students and then provide a primary data to help further related studies and develop educational programs with which instructors can efficiently manage their classroom. Methods: For this study we have conducted a survey started from the beginning of May 2017 to the end of June. The subjects of the survey were Dental Technology students of D-city, K-city, W-city, selected by random sampling method. The questionnaire was self-administrated and 437 valid results were chosen for our analysis among 450 distributed questionnaires. Results: The results of the research was as follows. Firstly, The overall average point of class distracting factors was 2.5 point. The environmental factors were the highest point as 2.59 and as for the subcategories tiredness and drowsiness was the highest point as 2.76. Secondly, The overall average point of class satisfaction turned out 3,88 point and compliance with class and attitude factors gained the highest point as 4.06. Of the subcategories strict roll checking was the highest point as 4.17. Thirdly, As for class distracting factors from general characteristics a statistical significance was shown as follows; 'instructor factor'(p<.01), 'learner factor'(p<.05), 'total class distracting factor'(p<.05) in the area of gender, 'environmental factor'(p<.001), 'total class distracting factor'(p<.01), 'learner factor'(p<.05), 'instructor factor'(p<.05) in the area of gender 'learner factor'(p<.001), 'instructor factor'(p<.001), 'environmental factor'(p<.001), 'total class distracting factor'(p<.01) in the area of class grade, 'environmental factor'(p<.05) in GPA. Fourthly, A statistical significance, a negative correlation (p<.01) were shown between class distracting factors and class satisfaction. Class distracting factor that especially affects the class satisfaction was instructor factor(p<.001) and the explanatory power of the model turned out 14.7%, which was statistically meaningful (p<.001). Conclusion : Results of this study reveal that instructor factor is the key to class satisfaction of the students. So it is crucial that the instructor faithfully prepare for the class to reinforce the students' learning. Additionally further studies should be followed with more subjects and newer perspectives to develop innovative teaching methodology.

• Kyungpook Mathematical Journal
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• v.28 no.2
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• pp.129-139
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• 1988

Let $T^{\alpha}_{\lambda}$(p, A, B) denote the class of functions $$f(z)=z^p-{\sum\limits^{\infty}_{k=1}}{\mid}a_{p+k}{\mid}z^{p+k}$$ which are regular and p valent in the unit disc U = {z: |z| <1} and satisfying the condition $\left|{\frac{{e^{ia}}\{{\frac{f^{\prime}(z)}{z^{p-1}}-p}\}}{(A-B){\lambda}p{\cos}{\alpha}-Be^{i{\alpha}}\{\frac{f^{\prime}(z)}{z^{p-1}}-p\}}}\right|$<1, $z{\in}U$, where 0<${\lambda}{\leq}1$, $-\frac{\pi}{2}$<${\alpha}$<$\frac{\pi}{2}$, $-1{\leq}A$<$B{\leq}1$, 0<$B{\leq}1$ and $p{\in}N=\{1,2,3,{\cdots}\}$. In this paper, we obtain sharp results concerning coefficient estimates, distortion theorem and radius of convexity for the class $T^{\alpha}_{\lambda}$(p, A, B). It is further shown that the class $T^{\alpha}_{\lambda}$(p, A, B) is closed under "arithmetic mean" and "convex linear combinations". We also obtain class preserving integral operators of the form $F(z)=\frac{p+c}{z^c}{\int^z_0t^{c-1}}f(t)dt$, c>-p, for the class $T^{\alpha}_{\lambda}$(p, A, B). Conversely when $F(z){\in}T^{\alpha}_{\lambda}$(p, A, B), radius of p valence of f(z) has also determined.

• Bulletin of the Korean Mathematical Society
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• v.39 no.1
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• pp.123-131
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• 2002

Let A(p, k) (p, k$\in$N) be the class of functions f(z) = $z^{p}$ + $a_{p+k}$ $z^{p+k}$+… analytic in the unit disk. We introduce a subclass H(p, k, λ, $\delta$, A, B) of A(p, k) by using the Ruscheweyh derivative. The object of the present paper is to show some properties of functions in the class H(p, k, λ, $\delta$, A, B). B).

• The Pure and Applied Mathematics
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• v.12 no.1
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• pp.57-63
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• 2005

Let ∑(p)(p ∈ N) be the class of functions f(z) = z/sup -p/ + α/sub 1-p/ z/sup 1-p/ + α/sub 2-p/z/sup 2-p/ + ... analytic in 0 < ｜z｜ < 1 and let M(p, λ, μ)(0 < λ≤ 2 and 2λ(λ - 1) ≤ μ ≤ λ²) denote the class of functions f(z) ∈ ∑(p) which satisfy (equation omitted). The object of the present paper is to derive some properties of functions in the class M(p, λ, μ).

• Kyungpook Mathematical Journal
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• v.48 no.3
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• pp.359-366
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• 2008

Let A(p) be the class of functions $f\;:\;z^p\;+\;\sum\limits_{j=1}^{\infty}a_jz^{p+j}$ analytic in the open unit disc E. Let, for any integer n > -p, $f_{n+p-1}(z)\;=\;z^p+\sum\limits_{j=1}^{\infty}(p+j)^{n+p-1}z^{p+j}$. We define $f_{n+p-1}^{(-1)}(z)$ by using convolution * as $f_{n+p-1}\;*\;f_{n+p-1}^{-1}=\frac{z^p}{(1-z)^{n+p}$. A function p, analytic in E with p(0) = 1, is in the class $P_k(\rho)$ if ${\int}_0^{2\pi}\|\frac{Re\;p(z)-\rho}{p-\rho}\|\;d\theta\;\leq\;k{\pi}$, where $z=re^{i\theta}$, $k\;\geq\;2$ and $0\;{\leq}\;\rho\;{\leq}\;p$. We use the class $P_k(\rho)$ to introduce a new class of multivalent analytic functions and define an integral operator $L_{n+p-1}(f)\;\;=\;f_{n+p-1}^{-1}\;*\;f$ for f(z) belonging to this class. We derive some interesting properties of this generalized integral operator which include inclusion results and radius problems.

• Bulletin of the Korean Mathematical Society
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• v.43 no.4
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• pp.747-753
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• 2006

We say operators A, B on Hilbert space satisfy Fuglede-Putnam theorem if AX = X B for some X implies $A^*X=XB^*$. We show that if either (1) A is p-hyponormal and $B^*$ is a class y operator or (2) A is a class y operator and $B^*$ is p-hyponormal, then A, B satisfy Fuglede-Putnam theorem.

• The korean journal of orthodontics
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• v.32 no.1 s.90
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• pp.33-42
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• 2002

This study was performed to compare the pattern of dentoalveolar characteristics in different vertical and anteroposterior skeletal types in skeletal Class III malocclusion. The samples selected for this study were consisted of 60 subjects(29 males and 31 females, mean age; 19.7 years) in Class III group, 43 subjects(14males and 29 females, mean age : 20.5 years) in normal group. The findings of this study were as follows : 1. The IMPA of the Class III group was smaller than that of the Class I group(p<0.01). 2. In the Class III groups, SNB and NtoPog had negative correlation with IMPA(p<0.01). The SNB and NtoPog had correlations with SNU1, FHU1 and PalU1(p<0.01) in the male samples, and in the female samples, the SNB and NtoPog had correlations with SNU1(p<0.01). 3. In the Class III male samples, SNMP, FMA, PalMP had negative correlation with IMPA(p<0.01). SNMP, FMA, PalMP had not significant correlation with SNU1, FHU1, PalU1. In the Class III female samples, FMA, PalMP had negative correlation with IMPA(p<0.01). 4. In the high angle group of Class III samples, SNU1, IMPA is smaller than that of low angle group of Class III samples(p<0.05).

• East Asian mathematical journal
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• v.16 no.2
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• pp.225-231
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• 2000

The purpose of the present paper is to introduce a new class $\mathcal{P}_{n,p}(\alpha)$ of analytic functions defined by a multiplier transformation and to investigate some properties for the class $\mathcal{P}_{n,p}(\alpha)$.Furthermore, we consider an integral of functions belonging to the class $\mathcal{P}_{n,p}(\alpha)$.

• The korean journal of orthodontics
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• v.43 no.3
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• pp.134-140
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• 2013

Objective: To evaluate lower incisor position and bony support between patients with Class II average- and high-angle malocclusions and compare with the patients presenting Class I malocclusions. Methods: CBCT records of 79 patients were divided into 2 groups according to sagittal jaw relationships: Class I and II. Each group was further divided into average- and high-angle subgroups. Six angular and 6 linear measurements were performed. Independent samples t-test, Kruskal-Wallis, and Dunn post-hoc tests were performed for statistical comparisons. Results: Labial alveolar bone thickness was significantly higher in Class I group compared to Class II group (p = 0.003). Lingual alveolar bone angle (p = 0.004), lower incisor protrusion (p = 0.007) and proclination (p = 0.046) were greatest in Class II average-angle patients. Spongious bone was thinner (p = 0.016) and root apex was closer to the labial cortex in high-angle subgroups when compared to the Class II average-angle subgroup (p = 0.004). Conclusions: Mandibular anterior bony support and lower incisor position were different between average- and high-angle Class II patients. Clinicians should be aware that the range of lower incisor movement in high-angle Class II patients is limited compared to average- angle Class II patients.

• Journal of the Chungcheong Mathematical Society
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• v.23 no.1
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• pp.169-176
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• 2010

Let $k={\mathbb{F}}_q(T)$ and ${\mathbb{A}}={\mathbb{F}}_q[T]$. In this paper, we obtain the the criterion for the parity of the ideal class number h(${\mathcal{O}}_K$) of the real biquadratic function field $K=k(\sqrt{P_1},\;\sqrt{P_2})$, where $P_1$, $P_2{\in}{\mathbb{A}}$ be two distinct monic primes of even degree.