• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.6 no.1
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• pp.91-107
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• 2002

This paper presents two new self-scaling variable-metric algorithms. The first is based on a known two-parameter family of rank-two updating formulae, the second employs an initial scaling of the estimated inverse Hessian which modifies the first self-scaling algorithm. The algorithms are compared with similar published algorithms, notably those due to Oren, Shanno and Phua, Biggs and with BFGS (the best known quasi-Newton method). The best of these new and published algorithms are also modified to employ inexact line searches with marginal effect. The new algorithms are superior, especially as the problem dimension increases.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.245-270
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• 2001

Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.

• Journal for History of Mathematics
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• v.27 no.2
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• pp.127-138
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• 2014

In this paper we investigate how Newton discovered the generalized binomial theorem. Newton's binomial theorem, or binomial series can be found in Calculus text books as a special case of Taylor series. It can also be understood as a formal power series which was first conceived by Euler if convergence does not matter much. Discovered before Taylor or Euler, Newton's binomial theorem must have a good explanation of its birth and validity. Newton learned the interpolation method from Wallis' famous book ${\ll}$Arithmetica Infinitorum${\gg}$ and employed it to get the theorem. The interpolation method, which Wallis devised to find the areas under a family of curves, was by nature arithmetrical but not geometrical. Newton himself used the method as a way of finding areas under curves. He noticed certain patterns hidden in the integer binomial sequence appeared in relation with curves and then applied them to rationals, finally obtained the generalized binomial sequence and the generalized binomial theorem.

• Journal of Families and Better Life
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• v.27 no.6
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• pp.21-29
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• 2009

This study investigated the effects of three factors-mothers' parenting beliefs; child care-home involvement; and the home learning environment - on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children's academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors - parental, child-care-related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of the Korean Mathematical Society
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• v.53 no.2
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• pp.363-379
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• 2016

Motivated mainly by certain interesting recent extensions of the generalized hypergeometric function [Integral Transforms Spec. Funct. 23 (2012), 659-683] and the second Appell function [Appl. Math. Comput. 219 (2013), 8332-8337] by means of the incomplete Pochhammer symbols $({\lambda};{\kappa})_{\nu}$ and $[{\lambda};{\kappa}]_{\nu}$, we introduce here the family of the incomplete generalized ${\tau}$-hypergeometric functions $2{\gamma}_1^{\tau}(z)$ and $2{\Gamma}_1^{\tau}(z)$. The main object of this paper is to study these extensions and investigate their several properties including, for example, their integral representations, derivative formulas, Euler-Beta transform and associated with certain fractional calculus operators. Further, we introduce and investigate the family of incomplete second ${\tau}$-Appell hypergeometric functions ${\Gamma}_2^{{\tau}_1,{\tau}_2}$ and ${\gamma}_2^{{\tau}_1,{\tau}_2}$ of two variables. Relevant connections of certain special cases of the main results presented here with some known identities are also pointed out.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• Journal for History of Mathematics
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• v.27 no.6
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• pp.395-402
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• 2014

When the circle inscribed in a square is projected to a picture plane, one sees, in general, an ellipse in a convex quadrilateral. This ellipse is poorly described in the works of Alberti and Durer. There are one parameter family of ellipses inscribed in a convex quadrilateral. Among them only one ellipse is the perspective image of the circle inscribed in the square. We call this ellipse "the projected ellipse." One can easily find the four tangential points of the projected ellipse and the quadrilateral. Then we show how to find the center of the projected ellipse. Finally, we describe a pair of conjugate vectors for the projected ellipse, which finishes the construction of the desired ellipse. Using this algorithm, one can draw the perspective image of the squared-circle tiling.

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.9
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• pp.885-892
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• 2016

The nonlinear sequence generator called the shrinking generator was designed as nonlinear keystream generator composed by two maximum-length LFSRs. The shrunken sequences generated by the shrinking generator are included in the class of interleaved sequences and can be modelled as one of the output sequences of cellular automata (CA). In this paper, we propose a method for synthesizing a 90/150 CA-based sequence generator to generate a family of sequences with the same characteristic polynomial as the shrunken sequences.